
Class L/}j 3 )fl 
Book^Ell^ 



UNITED STATES BUREAU OF EDUCATION 

BULLETIN. 1908: NO. 5 WHOLE NUMBER 338 



EDUCATION IN FORMOSA 



By JULEAN H. ARNOLD 

AMERICAN CONSUL 
TAMSUI, FORMOSA 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1908 






UNITED STATES BUREAU OF EDUCATION 

BULLETIN, 1908: NO. 5 WHOLE NUMBER 388 



EDUCATION IN FORMOSA 



By JULEAN H. ARNOLD 

AMERICAN CONSUL 
TAMSUI, FORMOSA 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1906 



•_ 



r 24 i&jb' 

D.ora 



TABLE OF CONTENTS. 



Page. 

Letter of Transmittal 5 

Preface 7 

I. Education under the Dutch (1624-1661). 

1. The Dutch East India Company 9 

2. Description of the inhabitants of South Formosa 9 

3. Beginnings of Dutch missionary work 11 

4. Schools for the aborigines; methods of instruction 11 

5. Rules for imparting religious instruction 12 

6. Proposed college for training native clergy 13 

7. Results of the labors of the Dutch 14 

II. Education under the Chinese (1661-1683 and 1683-1895): 

1. Koxinga and his successor 15 

2. Conditions in Formosa when it became a Chinese possession 15 

3. Education of the Chinese .'. 16 

(a) Object of education 16 

(b) System of control 17 

(c) Establishment of prefectural and district schools 17 

(d) The Imperial examinations 18 

(e ) Work of Governor Liu Ming Chuan 19 

(/) Private schools ....'. ... 19 

4. Schools for the aborigines '. 21 

(«) First attempts 21 

(6) Schools established in 1735 22 

(c) Educational work among the tribes in the Ea«t and South 23 

(d) Aboriginal education under, the progressive governor, Liu Ming 

Chuan 24 

5. Summary of education under the Chinese 26 

III. Education 1 under the Japanese ( from 1895) 28 

1. Status of education in Japan 28 

2. Conditions in Formosa 29 

3. Establishment of an educational system 29 

4. Census returns having to do with education 31 

5. Schools for natives (Chinese) 31 

(a) Elementary public schools 32 

Administration, establishment, and maintenance 32 

Buildings and equipments 33 

Teachers 33 

Course of study and text-books 35 

Pupils 38 

(/i) Secondary public schools 41 

The Language School 41 

The Girls' School 43 

The Medical School 44 

3 



4 TABLE OF CONTENTS. 

III. Education under the Japanese (from 1895) — Continued. 
5. Schools for natives (Chinese) — Continued. 

'■) Secondary public schools- — Continued. Page. 

The Agricultural School 46 

The Industrial Sugar School 48 

(r) Private schools 49 

(i. Schools for the Japanese 51 

(a) Elementary schools 51 

(b) Secondary schools 53 

The Mid. lie School 53 

The normal department 57 

The Girls' Higher School 57 

7. Schools for aborigines 57 

s. Summary, contrasting education under the Japanese with education 

under the Hutch and under the Chinese 59 

APPENDIX : .Missionary schools - 65 

(«) The Spanish Mission 65 

(/<) The English Presbyterian Mission 66 

(r) The Canadian Presbyterian Mission 67 

Index 69 



ILLUSTRATIONS. 



To fact' page. 

Plate 1. The Shirin Public School 32 

1 1. ( 'lass Room iii the Language School 42 

III. A ('lass in Physical Culture - 44 

IV. A Class in Reading in the Shirin Girls' School 44 

V. .1, Taihoku City Elementary School for Japanese; B, Teachers and 

Pupils of a School for Aborigines 52 



LETTER OF TRANSMITTAL. 



Department of the Interior, 

Bureau of Education, 

Washington, June 25, 1908. 
Sir: The manuscript 'which I am transmitting herewith, on Edu- 
cation in Formosa, was jorepared by Mr. Julean H. Arnold, American 
consul at Tamsui, Formosa, and was sent by him to the Department 
of State. Through the courtesy of the Smithsonian Institution, to 
which office the paper had been transmitted by the Department of 
State, I have secured it for publication in the Bulletin of the Bureau 
of Education, and have the honor to recommend that it be published 
as one of the numbers of that Bulletin for the current year. 

The special interest attaching to this report of Mr. Arnold's arises 
from the fact that the educational campaign of the Japanese Govern- 
ment in Formosa, which he describes with careful attention to essen- 
tial details, offers a significant parallel to the educational campaign 
which our Government is conducting, at no great distance from 
Formosa and under somewhat similar conditions, in the Philippine 
Islands. 

Very respectfully, Elmer Ellsworth Brown, 

Commissioner. 
The Secretary of the Interior. 



PREFACE. 



With Japan and America entering the ranks of the colonizing 
powers, the question of colonial education becomes particularly im- 
portant, especially so in view of the fact that education in both 
Japan and America occupies a commanding position. It is rather 
significant that the two great Pacific powers should have become 
colonizing nations within three years of each other. 

It is the purpose of this monograph to set forth the results of 
Japan's efforts to establish an educational system in Formosa, her 
first colonial possession. In order that we may fully understand the 
nature of the problem with which she has to contend, I have at- 
tempted to describe somewhat fully the work of her predecessors in 
the island, the Dutch and the Chinese. Thus the monograph has 
naturally resolved itself into a history of education in Formosa. 
While I have touched upon the subject of education in both China 
and Japan, I have made no effort to describe conditions as they ob- 
tain in those countries. For such a description the reader is referred 
to Mr. Robert E. Lewis's admirable book, The Educational Conquest 
of the Far East. 

For much of my material I have to acknowledge my indebtedness 
to the Rev. William Campbell's work, entitled " Formosa under the 
Dutch," and to the official publications of the Formosan government. 
I am especially indebted to Mr. Mochiji, director of education in 
Formosa, and to Mr. Ogawa, his very able assistant, for their extreme 
kindness in affording me every possible opportunity to study condi- 
tions at first hand. 

Julean H. Arnold. 

American Consulate, 

Tamsui {Daitotei) , Formosa. 

7 



EDUCATION IN FORMOSA. 



I.— EDUCATION UNDER THE DUTCH. 

1. THE DUTCH EAST INDIA COMPANY. 

To Holland the island of Formosa is indebted for its first schools. 
In the early part of the seventeenth century, when the Dutch West 
India Company was establishing trading posts and appropriating to 
itself lands ujDon the American continent, the Dutch East India Com- 
pany, unsuccessful in its efforts to drive the Portuguese from Macao 
or to secure trading privileges upon the China coast, established itself 
without opposition in the southern part of Formosa. This company 
claimed the island by virtue of an agreement with China and pro- 
posed to make it a valuable trading post. Instead of laboring to gain 
the friendship of twenty-five or thirty thousand Hakka Chinese resi- 
dents in the island, or that of a handful of wealthy Japanese traders, 
already there, they wisely courted the good will of the aborigines who 
owned the territory upon which they settled. They began to trade 
with these natives and to colonize the country. They soon discovered 
that their influence with the aborigines could be rendered more ef- 
fective and their trade relations extended by converting them to 
Christianity. Accordingly, in 1627 George Candidius, under ap- 
pointment from the Dutch Government, joined the Dutch Company 
in south Formosa to engage in religious and educational work among 
the native tribes. 

2. THE INHABITANTS OF SOUTH FORMOSA. 

In his account of the inhabitants, Candidius describes the natives 
as a savage and barbarous people, the men tall and robust and the 
women short and stout. The color of their skin resembled that of 
the East Indian. The men went about in the summer naked, while 
the women, upon certain occasions, exhibited no shame in going about 
in a similar state. Different villages often spoke different dialects and 
were at continual warfare one with another. The people were as a 
rule peacefully disposed toward foreigners and often very hospitable. 
They showed no desire to cultivate their fields further than was neces- 
48S13— OS 2 9 



10 EDUCATION IN FORMOSA. 

sary to gain a meager subsistence, although their lands were ex- 
tremely fertile. The women did most of the farming, while the 
younger men seldom or never engaged in tilling the soil, their only 
work consisting in hunting and fishing. The older men worked in 
the fields, but not in the same fields with their wives, until after their 
fiftieth year, nor did they live with their wives after having attained 
that age. Adult males, until their fiftieth year, lived in villages, 
separate from the women, stealing over at night to visit their wives. 
Although a woman married young, yet it was considered a sin for her 
to give birth to a child before her 37th year. 

The men married after attaining the age of 21, and as a rule 
married but one wife, although fornication and adultery were not 
considered sins. According to Candidius, a village had no head- 
man or chief, but was ruled by a set of 12 councilors, chosen from 
among the male members of the tribe of upward of 40 years of age. 
Contemporaneous records, however, point to the fact that custom in 
the different villages varied in this particular, for instances are cited 
in which villages had their chiefs and headmen. The councilors 
were in reality little more than police officers, their duties consisting 
in seeing that the customs and ceremonies of the village were prop- 
erly observed and that the commands of the priestesses were respected. 
Theft, murder, manslaughter, and adultery were not punishable by 
law, but custom decreed that the offended party or his relatives might 
seek personal revenge by taking possession of certain property of the 
offender in retribution. For instance, should a man have discovered 
another in adultery with his wife, he was entitled to take from the 
offender two or three pigs. 

Candidius further states that, although these aborigines were un- 
able to read or write, yet they had a form of religion which had been 
handed down through successive generations. They acknowledged 
many gods, among which were two principal ones. Priestesses acted 
as interpreters for their gods and performed the sacrificial rites. 
These priestesses also assisted in the burial ceremonies, which were 
very elaborate and which lasted many days. The bodies of the de- 
parted were submitted to a slow process of toasting for a period of 
nine days, during which time the relatives indulged in much feasting. 
After three years the skeletons were buried. According to common 
belief, the soul after death met with either punishment or reward. 

In warfare these natives were treacherous and cruel. Their weap- 
ons consisted of swords, spears, and shields. They avoided open war- 
fare, preferring to secure by stealth or cunning as many of the heads 
of the enemy as possible. The securing of a head was an occasion 
for great rejoicing, and after the flesh was boiled off the skull was 
preserved as a trophy. Although the member of the tribe wdio could 
display the greatest number of these trophies was held in high esteem 



EDUCATION UNDER THE DUTCH. 11 

by his fellow-tribesmen, yet the only mark of respect recognized by 
all was that to which one was entitled by virtue of seniority. 

These tribes were, according to most writers, of Malay type, and 
undoubtedly related to tribes inhabiting the Philippines. The Dutch 
describe them as being superior to the Chinese with whom they came 
into contact, but these opinions were, without doubt, influenced by a 
prejudice against the Chinese resident in the island. 

3. BEGINNINGS OF DUTCH MISSIONARY WORK. 

After Candidius had learned the language of the natives, he ap- 
jDlied himself assiduously to the task of bringing them into touch 
with the doctrines of Christianity. Meanwhile helpers were sent 
from Holland to assist in the missionary work. All educational work 
undertaken by the Dutch in Formosa was done in the interests of 
the Dutch church. Instruction was based upon the catechism, the 
Lord's prayer, and certain sermons. As the natives were divided 
into many tribes, no two under the same chief or headman, and as 
they had no literature or teachers to propagate their creeds, it was 
deemed a comparatively easy matter to replace their religion by that 
of Christianity. Naturally schools became a necessity, in order that 
the people might learn to read and write their own language, that it 
might serve as a medium for the propagation of the tenets of the 
Christian faith. 

4. SCHOOLS FOR THE ABORIGINES ; METHODS OF INSTRUCTION. 

It is recorded that a school of 70 boys was opened in the year 1635 
under a Dutch instructor who endeavored to teach the natives to read 
and write their own language in roman letters. By the year 1645 
there were schools established in seven or eight different villages. 
About 600 boj-s and girls were in attendance in these schools, com- 
mitting to memory a prescribed catechism, the Lord's prayer, and 
other religious texts. It appears that but few were taught to write, 
for in a school of 80 pupils only 17 were being taught to write, in 
order that they might be trained as native teachers. Attendance in 
the schools was compulsory, although this was contrary to the wishes 
of the parents, who preferred that their children be permitted to 
work in the fields. For this reason it was often necessary to distrib- 
ute food and clothing among the pupils, in order to compensate for 
their attendance at school. During one year 471 garments and about 
3S5.000 pounds of rice were distributed among 500 pupils. The 
Dutch teachers complained that the use of the ferule only tended to 
encourage the pupils to run away from school; in fact, in the Kev. 
M. Junius's recommendation that a number of native students be sent 
to Holland for training as clergymen, one of the reasons he assigned 



12 EDUCATION IN FORMOSA. 

was thai it was difficult to keep the pupils in the schools sufficiently 
long to make them of any value to the church, while in Holland they 
might be chastised without fear of their running away. Besides the 
subjects above mentioned, pupils were also instructed in singing. 
►Schools for adult instruction were maintained, and attendance at 
chinch was made compulsory. The Sabbath was observed with 
strictness. All instruction was carried on in the native dialect, 
although it was proposed from time to time to introduce the Dutch 
language into the schools. 

The school-teachers were for the most part Dutch ex-soldiers, who 
after teaching for a short period were elevated to the position and 
rank of schoolmaster. It appears that a mistake was made in elevat- 
ing these soldiers to such positions, for the Formosa Consistory itself 
admitted that little confidence could be reposed in the Dutch school- 
masters. In the council for Formosa's report to the president and 
councilors of the government of India, in October, 1645. it was stated 
in criticism of the conduct of the ex-soldier schoolmasters that ''the 
greater number were guilty of drunkenness, fornication, and adul- 
tery: in fact, led most scandalous lives, so much so that hardly a 
fourth came up to our expectations." By 1644 there were 50 trained 
native school-teachers, who received from the treasury of the com- 
pany 1 real each a month, in addition to rations of rice which the vil- 
lagers were in duty bound to contribute. It is said that the majority 
of these were able to read and write. In 1015 it was deemed wise to 
decrease the number of native schoolmasters to IT, and to advance 
their pay fourfold, in order that they might be free to give all of 
their time to their work, instead of being obliged to devote a portion 
of it to work in the Held-. 

5. i;i i.ks FOB IMPARTING RELIGIOUS INSTRUCTION. 

Up to L651 the clergy and judiciary were linked together, the 
latter being subservient to the former. By order of the governor- 
general and councilors in 1651 the clergymen were discharged of all 
civil and judicial services, in order that they might devote them- 
selves more uninterruptedly to the conversion of the heathen; but the 
schoolmasters still remained under the direct control of the clergy 
and beyond the jurisdiction of the judicial functionaries, which fact 
led to considerable friction between the civil and ecclesiastical 
authorities, the former contending that a bad schoolmaster often 
found shelter and protection under the wings of the clergy, thus 
evading punishment. In the year 1657, by recommendation of the 
consistory of Batavia, the consistory in Formosa drew up a set of 
rules intended to establish a more concise and more uniform method 
of imparting religious instruction. These rules were as follows: 

First. That in the school for adults and young people the following only need 
be learned by heart, namely, the two well-known eatex-histus, the smaller con- 



• EDUCATION UNDER THE DUTCH. 13 

taining tbirty-nine and the larger sixty-nine questions and answers ; the Lord's 
Prayer; the Creed; the Ten Commandments; the prayers to be used before and 
after meals, as also the morning and evening prayers. In connection with this 
it should be observed that in no case whatsoever shall anyone be obliged to 
learn both catechisms by heart, but only one; adults the lesser one, as they 
know it only : and the younger natives the larger catechism, as they till now 
have learned from it and have already committed the greater part of it to 
memory. 

Secondly. That no scholar shall be obliged to learn more than the things 
which have just been mentioned, and that none of them need be burdened with 
any explanations or expositions in connection with the larger or the lesser 
catechism, except it be out of school hours. 

Thirdly. That all clergymen, catechists, and schoolmasters shall do what 
they can to promote the knowledge of saving truth by giving proper instruction 
from the catechism both to old and to young, not only in the churches and 
schools, but also in the dwellings of the natives. 

G. PROPOSED COLLEGE FOR TRAINING NATIVE CLERGY. 

During the same year it was also proposed to establish a college 
for the training of a select number of native clergymen. In pro- 
posing a site for the building, one of the important considerations 
appears to have been the selecting a place hedged in by the junc- 
tion of two rivers of " rapid current and great depth," in order that 
these might act as a barrier to prevent the escape of the students. 
It was intended to select the thirty prospective students from as 
many of the different villages as possible. It was desirable that they 
should be of good character, and possess good memories and quick- 
ness of apprehension; be between 10 and 14 years of age, well 
acquainted with reading and writing, and preferably from among 
the children of the poor. As to the plan of instruction, it was pro- 
posed that the}' be taught in the Formosan language in the morning 
and in the Dutch language in the afternoon. For the Dutch language 
a book written by Comenius, called the- " Door or Portal to Language," 
was recommended. -As to the internal management of the seminary, 
the following rules were proposed by the consistory: 

1. That the subdirector shall have all the young people up in the morning 
before sunrise; see that they properly dress, wash, and comb themselves, and 
then arrange fur morning prayers being read, all present reverently kneeling. 

2. That before and after the usual lesson prayers shall be said or read. 

3. That at meals — breakfast, dinner, and supper — a blessing shall first be 
asked and afterwards thanks returned. 

4. That while dinner and supper are being partaken of a chapter from the 
Bible shall lie read aliind. 

5. That the young people in rotation shall read a chapter during dinner and 
supper, and observe the same order with the prayers before and after meals and 

lessons. 

(i. That no young person shall be allowed to leave the seminary without the 
special permission of the director. 

7. That the subdirector shall not be allowed to give more than a blow with 
the ferule by way of punishment in case of misbehavior. 



14 EDUCATION IN FORMOSA. • 

.S. That the young people who remain out longer than the time permitted 
shall be punished as the director thinks fit. 

9. That every day two monitors shall be appointed from among the young 
people by turn, whose duty it will be to note those who speak any other language 
than Dutch during college time, or who do not behave properly, and report 
their names to the subdirector. 

10. That the subdirector shall take special care in having the clothes of the 
children kept neat and clean, the building itself properly cleansed, and all 
things looked after that may tend to the advantage and well-being of the insti- 
tution and its inmates. 

Although tliis institution never became a reality, owing to the 
impending conflict with the Chinese, yet these proposed regulations 
serve to show the Dutch methods of dealing with the native pupils 
after thirty years of experience. 

Although thousands did " give their names to Christ," and hun- 
dreds were enrolled in the schools as a result of the labors of the 
Dutch missionaries and teachers, yet it appears that but few under- 
stood the meaning of the religious formulae which they had com- 
mitted to memory, and that the number who had remained in school 
sufficiently long to learn to write was comparatively small. The 
remarkably large attendance at both church and school was in re- 
sponse to aggressive methods and was undoubtedly inspired by fear 
of the Dutch authorities. But in the light of that day, the methods 
of the Dutch were not unusually severe. 

7. RESULTS OF THE LABORS OF THE DUTCH. 

As for results, one must be impressed by the extent of the achieve- 
ments of these missionaries, especially when one considers the diffi- 
culties under which they labored. They were obliged to conquer a half 
dozen different Malay-Polynesian dialects. They were not free to give 
their entire attention to ecclesiastical and educational work, for they 
had come out primarily to serve the Dutch East India Company. This 
company, owing to lack of funds and scarcity of men, pressed them 
into service in civil and judicial capacities in addition to their other 
duties. As soon as the Dutch missionaries and teachers had learned 
the language and customs of the natives, they became, especially use- 
ful to the company as collectors of taxes, interpreters, judicial func- 
tionaries, and even as tradesmen. Furthermore, they were obliged 
to serve as pastors to the Dutch colony. It appears that the Dutch 
company spent something like 20,000 guilders a, year on missionary 
and educational work, and as they zealously guarded their own inter- 
ests, they made religion and trade go hand in hand, the one serving 
the other. Furthermore, the clergy were often at the mercy of the 
caprices of the civil authorities, for the proposals of the consistory 
were subject to rejection by the Formosan council. There were also 
external causes which tended to interfere with the labors of the mis- 



EDUCATION UNDER THE CHINESE. _ 15 

sionaries, principal among which was the opposition offered hy the 
Japanese resident in the island. 

In spite of these difficulties and in spite of their own shortcomings, 
their thirty -five years' labors among the natives had a beneficent 
effect. They found the people ignorant of letters and addicted to 
many evil practices, and they left them a written language and im- 
jiroved social customs. But the rapid influx of Chinese into the 
island, following the departure of the Dutch, gradually obliterated 
man}' of the good effects of the Dutch influence. According to Rev. 
William Campbell, one of the leading present-day authorities upon 
matters pertaining to the descendants of these tribes, the practice of 
abortion appears to have died out entirely. "As to religion, indica- 
tions were found among several tribes of a belief in evil S23irits, and 
in one supreme spiritual father, but no stated rites seem to be ob- 
served."' The Reverend Campbell further states that about twenty- 
five years ago he was told by a Chinese friend in Kagi city of an 
aboriginal tribe in the east which practiced a kind of baptism of 
infant children, and the report appeared to him so trustworthy and 
circumstantial that he was led to conclude that this must be some 
genuine survival of the missionary work of two hundred and twenty 
years ago. Of equal interest is the fact, as cited by the same author- 
ity, that numerous manuscripts in romanized Formosan lately found 
in the island are dated about the beginning of the nineteenth century, 
thus proving that the art of reading and writing was handed clown 
through successive generations by the people themselves. Mr. Ogawa, 
acting superintendent of education for Formosa, states that there 
exist to-day descendants of these tribes who still employ the roman 
characters in writing. 



II.— EDUCATION UNDER THE CHINESE. 

1. KOXINGA AND HIS SUCCESSOR. 

With the downfall of the Ming dynasty in China, a large influx of 
Ming loyalists into Formosa made possible the passing of the island 
into the hands of the famous Chinese pirate chieftain, Koxinga, who 
had scarcely established himself as ruler of Formosa when he died. 
It is recorded of Cheng Ching, his son and successor, that he ordered 
schools to be established in every district throughout the island. 
Examinations for civil positions were part of Cheng Ching's educa- 
tional programme. As he ruled for but a few years, it is not to be 
supposed that his educational measures were effectively carried out. 

2. CONDITIONS IX FORMOSA WHEN IT BECAME A CHINESE POSSESSION. 

When in 1(>S:} China took possession of Formosa, instead of setting 
up a colonial government she made it an integral part of the Chinese 



16 EDUCATION IN FORMOSA. 

Empire, and for upward of two centuries governed it as a prefecture 
of Fukien Province. The influx of Chinese into the island was so 
rapid that by the middle of the eighteenth century the Chinese 
population was estimated at more than 1,500,000. This population 
was made up of discordant elements. The first Chinese to settle in 
the island were the TIakkas, a courageous and industrious people. 
They were treated in China as barbarians, hence a number of them 
had sought refuge in Formosa before the Dutch came to the island. 
The Fukienese Chinese, who since the beginning of the eighteenth 
century had made up the bulk of the island's Chinese population, 
were never peacefully disposed toward the Hakkas. The so-called 
Ming loyalists, whom the establishment of the Manchu dynasty had 
driven from the coast of South China to Formosa, never seemed to 
miss an opportunity to assist in setting up an independent govern- 
ment in the island. Bands of brigands, and pirates infested the 
country during the whole of the Chinese regime. The official classes 
in the eoast towns of China found Formosa a splendid dumping 

gro 1 for undesirables. The savage tribes inhabiting more than 

one-half of the island had always to bs taken into account. Some of 
the peaceful lowland tribes, including a number of those who had 
come under the influence of the Dutch, were gradually absorbed by 
(he Chinese and adopted Chinese customs. But the greater portion 
of the savage population never, during the whole of the Chinese 
occupation, relinquished control of the entire eastern half of the 
island, where they remained a constant menace to the peaceful ex- 
ploitation of the lands in proximity to their territory. That the 
Chinese rule had not succeeded in reconciling these discordant ele- 
ments or in putting down brigandage or piracy, is evidenced by an 
almost unbroken series of insurrections, rebellions, interclan feuds, 
and depredations of bands of brigands and pirates during the whole 
of the Chinese regime. 

In the face of these disturbing elements it is not to be expected that 
much was done in the way of establishing schools and affording the 
masses opportunities for education. In fact, up to the time that 
Formosa was made a separate province and placed under the rule of 
the progressive governor, Liu Ming Chuan, in 1885, the educational 
administration on the island, as well as the general civil administra- 
tion, was indeed lax. 

The educational problem with which the Chinese administration 
had to contend naturally divides itself under two heads, namely, 
(1) education of the Chinese, and (2) education of the aborigines. 

3. EDUCATION OF THE CHINESE. 
(rt) OBJECT OF EDUCATION. 

The object of education in Formosa, as in China, was to prepare 
candidates for imperial examinations. As these examinations always 



EDUCATION UNDER THE CHINESE. 17 

presupposed a knowledge of the Chinese classics and Chinese ancient 
history, the government and private schools shaped their courses 
accordingly. 

(6) SYSTEM OF CONTROL. 

The Chinese system placed education under the control of the 
provincial authorities. In making Formosa a prefecture of Fukien 
Province the question of furnishing educational facilities to the 
Chinese was greatly simplified. Local conditions naturally made cer- 
tain departures from the regular system obtaining in Fukien Province 
proper inevitable. Being divided from the mainland by an inter- 
vening channel 100 to 200 miles in width, it was found to be incon- 
venient to place the control of educational matters in the island with 
the governor of Fukien, who was ex officio director of education for 
his province. At first the taotai of Amoy was made ex officio di- 
rector of education. In 1728 the inspector of the administration of 
the island of Formosa added to his other duties that of director of 
education, but in 1752 the office passed to the control of the taotai 
of Tainan (Formosa). In 1875 the governor of Fukien established 
the custom of spending a portion of the spring and autumn of each 
year in the island, and from that time the duties of director of educa- 
tion devolved upon him. 

The system of government education, if it might be called a system, 
included prefectural, district, and elementary schools. In propor- 
tion to the population these were few indeed, and the greater portion 
of the work done remained for the private school. The efficiency of 
the system, judged from a Chinese view point, depended upon the 
character of the local administration. The history of the island, while 
a prefecture of Fukien Province, shows little evidence of enlightened 
and public-spirited service on the part of the local officials. 

(c) ESTABLISHMENT OF PREFECTURAL AND DISTRICT SCHOOLS. 

In 1G8G the Taiwan-fu Prefectural School, afterwards known as 
the "Head School of Formosa." was opened, the governor having 
repaired for that purpose the old district school established by Cheng 
Ching. This building was in reality a Confucian temple, with two 
rooms set aside for school purposes. The number of students was 
limited to 20, and the teacher's salary fixed at 45 taels per year. 
About the same time there were established two district schools, one 
in the city of Tainan and the other at Kyuzo (about 8 miles north- 
west of the present Hozan). The number of students allowed in these 
two schools was 10 and 15, respectively. The prefectural and district 

" For a detailed list of schools established during the Chinese regime, see Table 1. page 
L'7. Wo are Tint to suppose that all of the schools enumerated in (his list wen 1 maintained 
until the coming of the Japanese, for local disturbances were of too frequent occurrence to 
make such probable. 

4SS13— 08 3 



18 EDUCATION IN FORMOSA. 

schools were supported by the house tax and by revenues from ad- 
joining lands belonging to the schools. Repairs and building im- 
provements were met from time to time by subscriptions from official 
and private sources. 

The duties of the teachers were described as follows: 

1. To hare control of the Temple of Sages connected with the 
school. 

2. Instruction, examination, and promotion of pupils. 
S. Inspection of private schools. 

In 172.">, after a severe rebellion had been put down, Governor Lu 
Chow issued a proclamation recommending the establishment of free 
schools throughout the island, contending that they would be of 
great assistance in teaching the people obedience and in exerting a 
beneficent influence in checking tendencies to rebellion. Although no 
substantial improvement resulted from the governor's well-inten- 
tioned proclamation, yet its issuance shows a recognition of the pos- 
sibilities of a genera] education. 

(rf) Till. IMPERIAL KXAMINATIONS. 

Probably a still better token of the recognition of the efficacy of 
learning is shown in the attitude of the authorities in securing for 
the island proper recognition in the imperial examinations. As a 
prefecture of Fukien Province, Formosa was entitled to the pre- 
liminary examination which was held by the provincial literary 
chancellor once each year. The successful candidates were entitled 

In a|i]i ' for the triennial examination at the provincial capital, 

Foochow, where, owing to the fact that but a limited number of 
degrees were to be conferred, the few candidates from Formosa stood 
a very poor chance among the vast number from all over Fukien 
Province proper. In L688 the commander of the army in Formosa. 
by representations to the Throne, secured for the island the opening 
of ;i special list of candidates, whereby one degree was allowed, but 
in l<i!>2 this special favor was withdrawn. In 1730. as a result of 
representations from the inspection of education, an imperial decree 
provided a special list of candidate- for the island and one degree. 
Six years later the number was increased to two. In 1S0S the Em- 
peror Chia Cheng conferred upon the residents of Formosa a special 
favor by extending (lie number of degrees to three. This favor was 
the result of overtures made by the governor after a tour of inspec- 
tion throughout the island, in which he represented that it was due to 
the patriotic motives of the rich residents of the jjlains that a volun- 
teer force was raised in Formosa capable of putting down the pirat- 
ical bands which up to that time had ravaged the coast towns. In all 
probability the rich merchants were inspired by motives of self-pro- 
tection rather than patriotism; but this was an easy method of re- 



EDUCATION UNDER THE CHINESE. 1.9 

warding them for their services, as the favored sons of these rich 
residents might thus rise to positions of influence and power. In 
1829 the Emperor Tao Kuang, upon a similar pretext, increased the 
the number of degrees to four. Between the years 1874 and 1894 
nine Formosan students received the third degree in the imperial 
examinations in Peking. 

The Emperor Tao Kuang had undoubtedly been greatly impressed 
by the lawlessness existing in Formosa, for during his reign he 
ordered that the Sacred Edict (the sixteen moral maxims of the Em- 
peror Kang Hsi) be read upon the 1st and 15th days of each month 
throughout the towns and the country districts of the island, instead 
of being read simply in the larger cities, as formerly obtained. He 
hoped thereby to instill in the minds of the inhabitants obedience and 
reverence for learning. 

It was not until the year 1875 that China gave to Formosa any 
serious consideration. From that time the governor of Fukien was 
ordered to reside in the island a certain portion of each year, that he 
might render to the island more effective service. By 1884 matters 
in Formosa assumed sufficient importance to entitle the island to a 
separate provincial administration, and upon Liu Ming Chuan was 
conferred the honor of being the first governor of Formosa. 

(p) WORK OF GOVERNOK LIU MING CHUAN. 

During the entire history of the Chinese administration in For- 
mosa all that is worthy of the name of education was the work of one 
man, namely, the enlightened Governor Liu Ming Chuan. In 1885 
this progressive official, quite in advance of his colleagues in similar 
posts in China, inaugurated a system of reforms which bade fair to 
place Formosa in advance of China proper in administrative meas- 
ures. Among his reforms was the establishment in Taihoku, the 
capital city, of a school for western learning. An Englishman, a 
Dane, and a Chinaman educated abroad were retained as teachers, 
and modern educational methods substituted for the old fossilized 
system of instruction. As the wholesome effect of the administration 
of one progressive official in China is often obliterated by the reac- 
tionary measures of a nonprogressive successor, so in this case the 
good beginnings made by Governor Liu Ming Chuan toward institut- 
ing modern education in Formosa came to naught through the indif- 
ference of his successor a few years later. 

(/) PRIVATE SCHOOLS. 

As the public and prefectural schools did very little for education, 
it was the private school upon which in Formosa, as well as in China 
proper, education really depended. A glance at the list of so-called 
government schools (Table 1) and their student enrollments will 



20 EDUCATION IN FORMOSA. 

readily convince one thai these schools did not pretend to reach the 
masses. Accurate statistics as to the number of private schools and 
the student enrollment in such schools during any period of the 
Chinese regime are unobtainable. It is to be presumed that there 
was in Formosa a less proportionate number of children receiving 
an education than in China proper. 

Private schools in Formosa, as in China, were opened in the fol- 
lowing ways: (1) Several families or members of a community com- 
bined, rented quarters, and hired a teacher; (2) individuals or so- 
cieties, philanthropically disposed, hired a teacher and opened a 
school; (3) wealthy individuals retained tutors for their children; 
(4) a scholar established himself in a village and received pupils for 
such fees as their families could afford to pay. The. private schools 
aimed either to give a knowledge of reading and writing the 
characters or to prepare pupils as candidates for the government 
examinations. Those who attended for the first purpose studied from 
two to eight years, while those who were destined to prepare for the 
examinations remained in' school for upward of ten years. The 
course of study included reading from the Chinese classics and the 
Four Books, writing Chinese characters, composition, and versifica- 
tion. 

The pupils had no definite school hours, it being understood that 
the services of the teacher were to be devoted to teaching from sun- 
rise until sunset. Those retaining a teacher seemed to be bent upon 
securing as much of his time in actual schoolroom work as the light 
of 'lay would permit, while those sending children to be instructed 
were equally inconsiderate in the demands made upon these children. 
A pupil's daily schedule was something after the following manner: 

r, in 7 .-I. in. Recitation (recite lesson of previous day). 

7 to 8.30. Breakfast at home. 

8.30 tn to. Read ami recite portions of classics while teacher paraphrases. 

10 to 12. Writing. 

12 to 1.30 p. in. Luncheon at home. « 

1.30 to :;. Writing. 

:; to t or o. Reading. 

The more advanced pupils worked by themselves, the teacher 
acting merely as guide. 

The ordinary private school provided for 10 to 20 pupils and was 
managed by one teacher. There were no classes, each pupil constitut- 
ing a class by himself. The class room served also as the teacher's 
private quarters and he was responsible for its upkeep. The room 
was provided with a tablet to Confucius or an image which was 
placed at the front. Desks and chairs were furnished by the pupils, 
who took them away at their departure. The private schools were 
supported by entrance fees, tuition fees, presents on festival days, 



EDUCATION UNDER THE CHINESE. 21 

and presents in kind. The entrance fee ranged from 5 cents to 50 
cents and was sent to the teacher as a present. The tuition fee was 
no fixed amount, but varied according to the ability of the parents to 
pay. This fee increased with the number of years' attendance of the 
pupil. Ordinarily the fee was about 50 cents a year for new pupils 
and 75 cents for more advanced students. The -presents made upon 
the four festival occasions were about equal in amount to the entrance 
present. When the tuition fees were not paid in full, it was the 
custom to make presents in kind, consisting of vegetables, charcoal, 
peanut oil, and tea. Thus the income of the private teacher depended 
upon the number of his pupils and the financial status of their 
parents. This income ranged from $15 or $20 to $100 a year. 

The greater portion of the pupils who attended the private schools 
dropped their schooling after two or three years of study, the j)arents 
being contented if their children had gained a superficial knowledge 
of the Chinese characters, as this was, in reality, rather serviceable. 
One of the features of the Chinese school which brought it into favor 
with the parents was the fact that each pupil was a class unto him- 
self; hence the parents were privileged to utilize the services of their 
children whenever they wished, as taking them out of school did not 
interfere with the work of the other pupils. In fact, so long as the 
teacher received the pupil's tuition fee he was not particularly anx- 
ious to encourage regular attendance at school. 

It is Avorthy of note here that neither the public nor private schools 
made any provision for female education, while the private schools 
were established only for the Chinese, the savages being entirely 
dependent ujjoh the government schools especially provided for them. 

4. EDUCATION OF THE ABORIGINES, 
(tt) FIBST ATTEMPTS. 

A Ming loyalist, Chen Lao Wen, came to Formosa in 1662 to avoid 
living in China under a Manchu dynasty. For twenty years he lived 
with the Mekawan savage tribe and taught their children to read and 
write Chinese, plso administering Chinese medical treatment to the 
elders of the tribe. 

It was not until thirty-four years later, 1696, that the Chinese 
administration in Formosa took up the work of educating the sav- 
ages. We have already noted the remarkable work done by the Dutch 
missionaries toward Christianizing the aborigines of southern For- 
mosa. Up to the year 1875 the educational work of the Chinese 
among the savages was confined to those tribes whose ancestors had 
been under Dutch influence. In 1696 there was established in the 
vicinity of Taiwan City by the Taiwan prefect a school for savages. 



22 EDUCATION IN FOKMOSA. 

There was one teacher appointed to this school, and the Three Char- 
acter Classic and the Four Books were introduced as text-books. 
The course of study was similar to that pursued in the Chinese pri- 
vate schools — that is, reading and writing the Chinese characters was 
the main consideration. Food and books were supplied free to the 
pupils to encourage their remaining in school, and they were provided 
with calendars that they might become familiar with the Chinese 
New Year and feast days. In 1728 it was recorded that the condition 
of tlic savage children who were brought under the influence of this 
school had greatly improved by virtue of their Chinese acquisitions. 

ill) SCHOOLS ESTABLISHED IN 171'.."'. 

It was not until the year 1735 that any serious attempts were 
made to educate any number of savage children. In that year, ac- 
cording to record, about 50 schools were opened among tribes whose 
ancestors had a century before received instruction from the Dutch. 
Many of the children, even at that date, had been taught by their 
parents to write their own language in roman characters. These chil- 
dren naturally found it difficult to familiarize themselves with the 
Chinese characters, and often used the roman letters to aid them in 
memorizing the pronunciation. The authorities, fearing that the use 
of the roman letters might militate against the acquirement of Chi- 
nese, actually prohibited their use. 

A Chinese scholar was appointed for each of the 50 schools. 
Trained teachers were unknown under the Chinese system, as it was 
presumed thai any one with the attainments of a scholar was able to 
imparl his knowledge to others. The course of study prescribed for 
these schools was quite similar to that which obtained among the 
Chinese. The assistant teacher in the Taiwan Prefectural School 
was made inspector of savage schools, and it was his duty to report 
each season upon the progress of savage education. At the end of 
the year L736, this inspector reported that " each savage child in these 
schools is able to read the Four Books and simple poems without any 
provincialisms, and their writing is proper." This report was un- 
doubtedly too sweeping in its generalizations, yet it is evident that 
the educational work among the savage children at that time made 
far more progress than at any other period during the whole of the 
Chinese regime, with the possible exception of that under Governor 
Liu Ming Chuan, one hundred and fifty years later. The remarkable 
progress of savage education in the early half of the eighteenth cen- 
tury was undoubtedly due to the fact that the savage tribes with 
which the Chinese came into contact were at that time more peace- 
fully disposed toward them than at any subsequent period. The chil- 
dren had voluntarily adopted the Chinese dress and wore the queue. 



EDUCATION UNDER THE CHINESE. 23 

Like many things Chinese, this educational work among the savage 
tribes, so well begun in 1735, was destined through the lack of proper 
attention to deteriorate and lapse. By 1751, its efficiency had been 
reduced to such an extent that when the Kamaran tribe, near Gilan, 
north Formosa, came under Chinese influence that year, no efforts 
were made to establish schools among them. From 1736 to 1875, 
there appears to have been little or nothing done to extend the educa- 
tion of the savage tribes. Many of the Pepohuans (peaceful savages) 
had, during this time, through continuous intercourse with the Chi- 
nese, gradually become " Chinesed," adopting the Chinese dress, man- 
ners, and language. The savage schools in south Formosa lapsed. 

(C) EDUCATIONAL WORK AMONG THE TRIBES IN THE EAST AND SOUTH. 

In 1875 when the opening up of the southern and southeastern por- 
tions of Taito Prefecture was undertaken, a plan for the education 
of the savages of this district was drawn up. A special text-book, 
Proverbs for the Instruction of Savages, was compiled, and, after 
inspection by the viceroy of the Liang Min Provinces and the gov- 
ernor of Fukien, adopted. The establishment of schools to carry out 
this plan marks the first attempt upon the part of the Chinese to 
educate the "untamed" tribes. The policy of the Chinese- adminis- 
tration up to that time had been to regard the eastern half of the 
island, the portion inhabited by the untamed savage tribes, as beyond 
the administrative area, and to prohibit their own people from cross- 
ing the border line separating the savage 'territoiy from the rest of 
the island. Taito Prefecture extended along the greater portion of 
the east coast, and contained about 51,000 savages, or one-half of the 
entire savage population. The tribes in the southern and southeast- 
ern parts of the prefecture belonged to the nonheadhunter groups, 
and thus were less dangerous than those farther north. It was 
planned to establish in this district 44 schools to afford j)roper facil- 
ities for the instruction of these savages, but only 7 were actually 
opened, 1 each at Pian, Baranyosha, Bakyseki, Kyaku, Suibi, Ba- 
shisho, and Karenko. These schools aimed to teach reading and 
writing. The Proverbs for the Instruction of Savages was adopted 
as a text-book for reading. After two years of instruction the ma- 
jority of the pupils attending these schools were, according to report, 
able to understand and speak Formosan Chinese. Owing to an in- 
creasing lack of interest on the part of both teachers and pupils, and 
to a too frequent recourse to the infliction of corporal jDunishment, 
the attendance in these schools gradually dwindled, and by 1886 they 
existed in name only. 

In 1870 the savage district in Koshun, the southernmost district in 
the island, was opened, and Chinese were induced by grants of funds 



24 EDUCATION IN FORMOSA. 

In settle therein for agricultural purposes. District schools were 
opened here, and for the first time in the history of the island Chinese 
and savage children were educated together. Schools were estab- 
lished as follows: 





Location of school. 


Attendance. 




Ch 


inese. 


Savages. 


Bun Ri Ho 



9 





8 




12 


Sha Mh Ri 


7 




13 




3 














Total 




11 


SO 









For each savage child in attendance 500 cash " a month were allowed 
for food and stationery. The course of study was similar to that 
prescribed for the Taito schools, and the final results were also much 
(he same, for by 1891 the attendance had dwindled to 13. 

( il I SAVAGE EDUCATION UNDER QOVEBNOB MING CHUAN. 

In 1886, shortly after Formosa had become a separate province of 
the Chinese Empire, the enlightened governor, Liu Ming Chuan, 
established a department for the control of the training of savages 
and the cultivation of their territory. Of particular interest is the 
school which this department established among the Xamakama tribe 
of the Tsou group iii Nanto Prefecture* This school was located at 
the beginning of a road which had been opened in this prefecture, 
through the savage country to the cast coast, this being the only road 
thai was ever opened through the savage territory in central Formosa. 
This school was supposed to be the forerunner of others to be built 
along the road directly to the east coast, and it was hoped by run- 
ning this line of schools through the heart of the savage territory 
that the tribes in that region would gradually be brought under 
Chinese influence, The idea was without doubt an excellent one and 
worthy the progressive attitude of the enlightened governor. But 
Chinese educational methods were not adapted to an alien and savage 
race, and when the Cantonese teacher in charge of the school at- 
tempted to instill into the minds of his pupils a respect for Chinese 
learning by free use of the rod, he soon found himself obliged to 
resign because of the nonattendance of his jjupils. 

In the (iilan district (northeast Formosa) a number of the Kiloh 
tribe of the Atayal group of head-hunters were, in 1889, induced by 
the Chinese authorities to take up their abode in the vicinity of 
(ielsuibi Hill, where opportunities for education and training could 
lie accorded them. Owing to the prevalence of disease among this 
tribe in their new location, they became superstitious and returned to 
their old home. A second worthy project thus ended in failure. 

° 1 cash=l to 1.4 mills. 



EDUCATION UNDER THE CHINESE. 25 

Governor Liu's most elaborate scheme for the education and civili- 
zation of the savages was contained in a proposition to found in' 
Taihoku City a school for the instruction of the children of the head 
men of the various savage tribes. It was proposed to select the more 
intelligent children of the savage chieftains and educate them in the 
Chinese language and in the Chinese manners and customs; in a word, 
to mold them into Chinese. After having accomplished this, they 
were to be returned to their respective tribes, and in course of time 
succeed their fathers as head men, when their influence would extend 
throughout the tribes and result in civilizing, to some extent at least, 
their fellow tribesmen. This scheme also involved the training of a 
certain number of savages as Chinese interpreters to take the places 
of the incompetent Chinese occupying those positions. Undoubtedly 
the latter idea was a step in the right direction, for the Chinese who 
had acquired a sufficient knowledge of the savage dialects to act as 
interpreters were a notoriously corrupt class, and used their positions 
to extort from the savages as much as possible. 

According to these proposals, a school was opened in Taihoku in 
March, 1888, with 20 pupils selected from among the sons of the 
head men of the various tribes of the Atayal group in Xorth Formosa. 
A year later 10 more pupils were added to this number. The teach- 
ing staff in this school consisted of one head teacher, who received a 
salary of $15 a month, and three assistants, each of whom received $6 
a month. Added to this staff there was one interpreter. The stu- 
dents ranged from 10 to 17 years of age. Their course of study was 
quite similar to that of the ordinary private school, and included the 
following subjects: Chinese reading and writing; conversational les- 
sons in the native dialect, as well as in Mandarin, the former in 
order that they might not forget their own language; versification 
and composition, for the advanced pupils. The books used were the 
Three Character Classic, the Four Books, and the Five Ceremonial 
Books. The children were all obliged to dress in Chinese clothes, 
wear Chinese hats, shoes, and queues, and eat Chinese food. It is 
said that they did not take kindly to the wearing of the queue. The 
teachers were obliged to instruct them in Chinese manners and cus- 
toms, and to escort them every three days on journeys about the city in 
order that they might become familiar with the habits and customs 
of the Chinese people. The pupils were allowed 4 cents a clay for 
food and 5 cents a month for stationery. Prizes not exceeding in 
amount 15 cents a month were given for meritorious work. Living- 
quarters were provided for the pupils and a cook and coolie attended 
them. In 1891 the first graduates were sent out from the school. 
During the same year Governor Liu resigned" his post, and his suc- 
cessor, not in sympathy with his progressive measures, refused to 
support the school, and the pupils were obliged to return to their sav- 
age homes, where they discarded their Chinese dress, queues, and 
48813—08 1 



26 EDUCATION IN FORMOSA. 

manners, and proceeded promptly to forget all that had been taught 
them. 

Although Governor Liu s experiment in winning the savage tribes 
to Chinese influence deserves naught but words of praise for the 
spirit in which it was undertaken and for the thorough manner in 
which it was carried out, especially when we contrast this work with 
the shabby attempts of his predecessors toward bringing a savage 
population under Chinese control, yet it must be conceded that he 
was making a dreadful mistake in presuming to saddle upon these 
savage children an education and training which was out of all har- 
mony with their native surroundings and could scarcely have had any 
other effect than to alienate them from the members of their respective 
tribes. The entire educational system of the Chinese was based upon 
the imperial examinations for its objective point. Take away the 
objective point and the system has little or nothing to recommend it. 
Tins is doubly apparent when an attempt-it made to fit the system 
to an alien people. Governor Liu is hardly to be blamed for this. 
Dining his time China had not yet come to recognize the futility of 
her antiquated methods of education. 

.">. SUMMARY or EDUCATION UNDER THE CHINESE. 

By way of summary, we may say for the Chinese educational ad- 
ministration in Formosa that, while it appears that those in authority 
generally recognized the fact that education might do much to in- 
culcate in the minds and hearts of the people obedience and respect 
for learning, there was a universal mistaking of instruction for edu- 
cation. This fact was as true in China as in Formosa, hence it carried 
with it no distinguishing traits by which we may contrast education 
under the Chinese in Formosa with that under the Chinese in China. 
Bui there did exist in Formosa conditions which militated against 
progress in educational work of any sort. The discordant elements, 
tlir local disturbances, the constant presence of undesirable characters, 
ami the political isolation from China proper, have all been touched 
upon as forces combining to make unfavorable conditions for a strong 
administration in educational matters and need no further comment 
here. 

The only thing which seems to have kept the spark of educational 
effort burning in Formosa during the whole of the two centuries of 
Chinese rule was the Government imperial examinations, which nom- 
inally offered much, but in reality offered little or nothing, although 
they did result in impressing upon the minds of the masses a sense of 
the exalted position of the scholar, and undoubtedly kept private edu- 
cation at a higher standard than would have obtained otherwise. 

The name of Governor Liu Ming Chuan might well be engraven 
upon tablets of stone in commemoration of his work in the cause of 



EDUCATION UNDER THE CHINESE. 



27 



education in Formosa, when we contrast his work with that done by 
his fellow-countrymen. His attempts at introducing into Formosa 
western schools and western education at a time when the Chinese 
Empire had manifested but a spasmodic sympathy toward institu- 
tions of western learning will always mark him as one of China's 
more enlightened leaders, especially when it is considered that his 
progressive measures were in reality opposed b}^ those upon whom he 
had to depend for their execution. His efforts toward solving the 
savage problem by educating the sons of tribal head men in Chinese 
manners and customs and molding them into a Chinese people that 
they might return to their tribes and in turn civilize them, are de- 
serving of commendation for their sincerity of purpose. Although 
he erred in misjudging the adaptability of the Chinese civilization of 
his day to an alien and savage race, yet the fact remains that he did 
more toward opening up the savage territory and bringing the sav- 
ages into closer communication with the Chinese than any of his 
predecessors. 

Table 1. — Public schools established during the Chinese regime. 



Location. 


Year 
estab- 
lished, 


Pupils. 


Teachers. 


How supported. 




1686 

1686 
1686 
1705 
1707 

1708 
1721 
1727 
1727 
17-16 
1753 
1754 
1755 
1760 
1767 

1782 
1821-51 
1825 
1848 
1868 
1880 
1881 
1881 
a 1884 
1883 
1887 
1887 

1888 
1890 
1890 
1891 
1894 
1894 


20 

10 
15 
24 
10 

Unknown. 

94 
Unknown. 

15 
Unknown. 

17 
Unknown. 
Not fixed. 
Unknown. 
Unknown. 

Unknown. 
Unknown. 

10 

Unknown. 

Unknown. 

4 

20 
Unknown. 


2 

2 
2 

2 

1 
2 
2 
2 
1 
1 
1 
2 
1 
2 

2 
1 

2 
1 
1 
1 
2 
2 


Subscriptions and property belonging 
to school. 
Do. 






House tax and school property. 

Do. 
Local revenues and properties belong- 
ing to school. 

Do. 


4. Tainan 












9. Shoka 


Do. 


10. Shoka 


Properties of school." 




12. Toroku 


Do. 




Do. 




Do. 


15. 1'escadores 


Properties of school, contributions, and 
-subsidy from district office. 
Properties of school. 
Do. 








19. Banka 




20. Kagi .". 


Properties of school. 






Do. 


23. Taihoku 


Properties of school. 






Unknown. 
80 


Unknown. 
2 
2 foreigners 
and sev- 
eral Chi- 
nese. 

1 
Unknown. 

1 (a Dane). 
Unknown. 
Unknown. 






Do. 






28. Bioritsu 


Unknown. 
Unknown. 
20 
Unknown. 
Unknown. 
Unknown. 




29. Taichu 


Partly by Government. 


30. Taichu 


31. Taitotci 




32. Taihoku 




33. Kelung 









"School not completed. 



Note. — No*, 
learning. No. 



1. 2, 5, 0, 18, and 21 arc district schools. No. '11 is the school for western 
31 is a school designed for training telegraph operators. 



28 



EDUCATION IN FORMOSA. 



Table 2. — Private and quasi-public schools established during the Chinese 

regime. 



District. 


Private 
schools. 


Quasi- 
public 
schools. 


Total. 








22 




226 
8 
2 
3 
12 
8 


6 
1 
2 
1 
8 
2 
4 
6 26 
4 
8 


232 




9 








4 




20 




10 




4 






26 




1 


5 




8 




1 


1 








Total 






345 











" For savages. h Estimated, 1876. 

Table 3. — Schools for savages established by the Chinese. 



Date of 
estab- 
lish- 
ment. 


Location. Tribe or group. 


Teach- 
ers. 


Subjects taught. 


Text-books used. 


1682 






1 
1 

ftO 

7 
16 


Reading and writ- 
ing. 
do • 




1606 -. 


South Formosa (Tai- 
nan and Hozan). 

Shoill, Ka^'i. Ensui- 
ko, Koroku, Shin- 
chichu. 

Trail o Prefecture, 
along i'hs! coast. 


Same as came un- 
der influence of 
Dutch. 
do 


Pit. 


173.=. 


....do 




1876.... 


Amis, Paiwan 


do 


and si mpl e 
poems. 


I sTfi . . 


do 


structionof sav- 
ages. 
Do. 


1887 




Kamakama 

Keiloh (Atayal).... 
Atayal tribes 


1 






1888 


Gilan 


1 
4 






ISS* 


Tnihoku city 


Versification, com- 
position, andcon- 
vcrsation. 


Do. 









\oi is -Tli.' school established in 1862 was a private institution, all others being 
Government schools. 

As a rale there was but one teacher to a school. 

Tin- student enrollments in the above schools are for the most part unknown ; however, 
in the case Of the Kosht.n schools there were til pupils enrolled; in the Nanto school. 13 
enrolled; in the Taihoku city school, :',o enrolled. 



III. -EDUCATION UNDER THE JAPANESE. 



1. STATUS OF EDUCATION IN JAPAN. 

When Japan in 1895 took possession of the island of Formosa 65.4 
per cent of her children of school age were under instruction. Her 
national school system, established in 1870, had by the year 1895 suc- 
ceeded in enrolling so great a proportion of her children. The Em- 
peror's decree of 1871, " It is intended that henceforth education shall 
be so diffused that there may not be a village with an ignorant family 
nor a family with an ignorant member," is in Japan well on the way 
to realization, for returns for the year 1906 show 97 per cent of the 



EDUCATION UNDER THE JAPANESE. 29 

boys and 91 per cent of the girls of school age under instruction. We 
are now to note the extent to which this decree is to be interpreted as 
embracing her first colonial possession. 

2. CONDITIONS IN FORMOSA. 

In June, 1895, when Jajsan took formal possession of Formosa, she 
found conditions in the island distinctly unfavorable to an immediate 
peaceful occupation. At that time the native (Chinese) population 
numbered about 2,600,000. There were also 100,000 aborigines, who 
occupied the mountainous eastern half of the island. As mentioned 
in the previous section, the Chinese had never succeeded during the 
two centuries of their occupation in effectively pacifying the island. 
When the Japanese made an effort to take possession they were met 
on all sides by armed opposition, and were obliged to carry on actual 
warfare against a rebel population. 

3. ESTABLISHMENT OF AN EDUCATIONAL SYSTEM. 

Within six weeks from the date of the formal cession of Formosa 
to Japan, and three months before the occupation of the island had 
been completed, the department of education for Formosa was estab- 
lished at Shirin, a small town in the vicinity of the capital city and 
an old center of learning under the Chinese regime. A few days later 
a language school for the training of teachers was opened under the 
instruction of the educational staff, and 20 native Chinese were 
enrolled as students. After three months' study, the progress made 
by these students had been so rapid as to warrant their being sent 
out as teachers in the elementary schools. In January, 1896, Shirin 
was attacked by rebels, six Japanese on the educational staff were 
killed, and the records and books of the department of education 
destroyed. Temporary headquarters for the department were estab- 
lished in Tokyo, and in March of the same year moved back to 
Shirin. The language school was again opened. Naturally the 
greatest difficulty with which the educational authorities had at first 
to contend was the lack of sufficient educated Japanese speaking 
Chinese and Chinese speaking Japanese to carry on the work of 
teaching a people who spoke but Chinese. On the 13th of April, 
1896, Mr. Izawa, director of education for Formosa, brought from 
Japan 45 teachers of elementary schools and placed them in the 
Shirin training school, from which, after a special course of three 
months, they were sent out as teachers in the native schools. Simul- 
taneously with the training of these Japanese teachers in Shirin, 
a number of educated natives had been sent to Tokyo for the study 
of Japanese. 

In April, 1896, when the civil administration superseded the 
military rule, the department of education was transferred to the 



30 EDUCATION IN FORMOSA. 

offices of the civil administration in Taihoku City. Until July, 1898, 
the entire educational work in the island was under the direct con- 
trol and supervision of the Formosan government, and all expendi- 
tures were met from the government funds. From that time forth 
it was decided that the expenses of the public schools should be borne 
by local taxes, and that such schools should only be established in 
tin ise districts in which provision was first made for their support. 
This rule applied only to the public schools; that is, the elementary 
schools for the natives (Chinese). As we shall see later, special 
provision is made for elementary schools for the Japanese and for 
secondary schools. Before July, 1898, schools had been established 
in l."> districts, as follows: Kelung, Tamsui, Taihoku, Shinchiku, 
Bioritsu, Taichu, Horisha, Eokko, Unrin, Kagi, Tainan, Hozan, 
Koshum, Taito, and the Pescadores. In these schools there were 
enrolled 1,606 pupils under 72 teachers; G5 of the latter were Japa- 
nese. The Japanese language had been made the principal subject 
of study, for the idea of assimilating the native population was the 
predominant idea in educational work up to that time. 

It might thus be said that the preliminary work in establishing 
a school system required three years. The system as established in 
July, 1898, is, with but a few subsequent alterations, the same as 
thai now in vogue. The position which the administration of educa- 
lioiKil affairs occupies in the civil administration is set forth in the 
following plan : 

The governor-general nominally occupies a position in educational 
administration analogous to that of the minister of education in 
Japan. In reality, however, he delegates the greater portion of his 
functions in this field to the educational section of the bureau of 
genera] affairs of the civil administration. The educational section 
has. however, no jurisdiction, delegated or otherwise, over the 
medical school, the industrial sugar school, or the agricultural 
schools, special provision being made for these institutions. The 
educational system provides three distinct classes of public schools — 
one for the education of the natives (Chinese), one for the Japanese, 
and one for the aborigines. That for the education of the natives 
includes local elementary schools and government secondary and 
special schools; (hat for the education of the Japanese includes 
government elementary, secondary, and special schools; that for the 
education of the aborigines local elementary schools only. Besides 
the schools provided for by this system, there exist also a number of 
private schools. The maintenance of all government schools is pro- 
vided for in each annual budget of the civil administration of the 
island, while that of all local schools is defrayed by the local districts. 



EDUCATION UNDER THE JAPANESE. 31 

4. CENSUS RETURNS HAVING TO DO WITH EDUCATION. 

According to the census returns for the year 1905 the population 
in the island was as follows: 



Nationality. 

Natives (Chinese) 

Japanese 

Aborigines 

Total 



Males. 



Total. 



1,558,420 
32, 004 
57, 323 



1,357,564 
21,304 
55, 872 



2, 915, 984 
53,368 
113, 195 



1,647,807 



3,082,547 



The returns for the children of school 


age were as follows : 




Nationality. 


Boys. 


Girls. 


Total. 




321,871 
2,079 


266,915 
1,749 


588,786 




3,828 




a 17, 000 












Total 






609, 614 











a Approximately. 

The number of children of school age under elementary instruction 
during the year 1906 was as follows : 



Nationality. 



Public schools. 



Boys. 



Private schools. 



Total. Boys. 





31,823 [ 19,584 

3,285 | 281 

LOSS 



Public 

and 
private 

(both 
sexes. ) 



Natives (Chinese) 

Japanese 

Aborigines 

Total 



27,8112 

1,684 

996 



3, 961 

1,601 

92 



19,915 

281 



30, 530 



51,738 
3,566 
1,088 



, 190 19, 865 



Thus 5.5 per cent of the native .(Chinese) children of school age 
were during the year 1905 enrolled in public elementary schools, and 
3.1 per cent in private schools, or about 9 per cent under instruction. 
Of the Japanese children of school age, 86 per cent were in Govern- 
ment elementary schools and 7 per cent in private schools, or 93 per 
cent under instruction. Of the children of the aborigines, about 6 
per cent were under instruction during that year. 



5. SCHOOLS FOR NATIVES. 

The term " native " is applied to the Chinese population. As the 
natives represent about 95 per cent of the island's total population, 
the question of their education is of prime importance. The system 
of native public schools comprises local schools for elementary edu- 
cation, and Government schools for advanced instruction. In addi- 
tion to these there are a number of private schools. 



32 EDUCATION IN FOKMOSA. 

(«) ELEMENTARY PUBLIC SCHOOLS. 

Administration , establishment, and maintenance. — For administra- 
tive purposes the island of Formosa is divided into twenty prefec- 
tures. The public schools are under the control of the local prefects, 
subject to instructions from the governor-general. Each prefect ap- 
points a superintendent of education for his respective prefecture. 
As no administrative positions under the Formosa government can 
be held by natives, both the prefect and the superintendent of educa- 
tion must be Japanese. For each school in his prefecture the prefect 
appoints an educational committee, consisting of not less than three 
nor more than nine members, chosen from among the influential na- 
tives resident in the district in which the school is located. It is the 
duty of this committee to assist the prefect and the superintendent 
of education in matters pertaining to the school, and, when called 
upon (" do so, to give its opinion upon matters relating to the at- 
tendance and selection of pupils, equipment of the school, and esti- 
mates for the school budget. This committee also collects school 
moneys and assists in financing the school. 

The establishment, consolidation, and abolition of public schools 
are made by application from the natives resident in the district con- 
cerned, through the prefect to the governor-general. In the appli- 
cation for the establishment of a public school, the amount subscribed 
by the property holders must be stated. This amount must be equiva- 
lent to nine-tenths of the cost of establishing the pnrposed school be- 
fore the petition may be granted. The prefect reports to the gov- 
ernor-general the circumstances and conditions surrounding the sup- 
port of a school in the district concerned, and recommends certain 
action. The governor-genera] is at liberty to reject or accept the ap- 
plication. Generally speaking, no school is established unless an en- 
rollment of at least 60 pupils can be guaranteed. 

The expenses for the maintenance of public schools are met from 
the revenues accruing from certain lands belonging to the schools," 
from contributions, tuition fees, and special tax levies. Tax levies are 
assessed against the property owners of the district in which any 
school is located at a rate fixed by the governor-general. This rate 
varies in different districts. In the case of the Banka public school 
the Government pays the teachers' salaries and traveling expenses, 
while in all other cases these items are met from the local revenues. 
Tuition fees are assessed at a rate not less than 25 cents or more than 
$1 a year a pupil, the amount in each district being determined by the 
local prefect. Nonresidents may be assessed an extra fee. The items 
of expenditure for education for the year 1900 are given on page 02. 

" During the Chinese regime, the expenses for the maintenance of public schools were 
met in a great measure from the revenues of farm lands belonging to the schools. These 
lands have remained public property, and thus are in many cases available for educational 
purposes at present. 



EDUCATION UNDER THE JAPANESE. 33 

Buildings and equipments. — Instead of the damp, dingy structure 
crowded into a densely populated Chinese village, which during the 
Chinese regime served the purpose of a school, we find the public 
school of to-day a well-constructed red brick building, properly venti- 
lated and lighted, and located on an open piece of ground surrounded 
by playgrounds and athletic fields. Wherever possible the school- 
house is located without the limits of the village and surrounded by 
open fields. The schoolhouses which are gradually springing up in 
the native villages throughout the island are modern up-to-date struc-. 
tures. Nor are they small, for the ordinary country school is planned 
to accommodate from 200 to 300 pupils, and contains from five to eight 
class rooms. Formosa is well populated, as the civilized half of the 
island contains 400 people to the square mile, hence schoolhouses must 
be built to accommodate large numbers of pupils. One of the par- 
ticularly commendable features in regard to the establishment of a 
public school is the fact that ample facilities for playgrounds, ath- 
letic fields, and gardens are provided. Many of the country schools 
are equipped with tennis courts and out-door gymnastic apparatus. 
The most recently constructed public school is that located at Banka, 
a suburb of the capital city. In planning the construction of this 
school, the authorities have had the benefit of twelve years experience 
in public school construction, hence we find represented here the latest 
ideas in that direction. Like all other schools in the island, this 
institution is a group of one-story buildings, which cost $30,000, and 
is arranged to accommodate 800 pupils. 

Public school buildings are often utilized for social purposes, for 
public meetings, and as barracks for Government troops. The policy 
of the Government is gradually to extend the building of public 
schools as fast as the people are able to pay for them. At present, 
the Government grants a subsidy equal to one-tenth of the cost of con- 
struction. A public schoolhouse is distinctly an ornament to the vil- 
lage to which it belongs; in fact, one wonders how it is possible to 
raise sufficient money for its construction from among a people who, 
to judge by appearances, seem to have little or nothing. The charac- 
ter of the public school building erected in any district is determined 
by the amount of the subscriptions from the residents of the district. 
In the country districts the cost of the buildings ranges from $500 to 
$6,000. There are at present in the island 180 public schools and 29 
branch schools for the elementary education of natives. 

Teachers. — In the Government regulations it is stated that the 
public schools aim to give moral culture and practical knowledge to 
the native pupils in such a manner that their character may be molded 
into that of the nation and that they may acquire the national lan- 
guage (Japanese). The administration has in view the gradual sup- 
planting of Chinese by Japanese as the language of the island, and 
48813— OS 5 



34 EDUCATION IN FORMOSA. 

the aim of the educational authorities is gradually to mold the native 
child into a loyal Japanese subject. As 95 per cent of the island's 
population is Chinese, it is quite apparent that the administration has 
taken upon itself no small task. 

In this connection the question of securing teachers for the public 
schools becomes one of prime importance. The old Chinese idea that 
any person who had been under instruction for a certain number of 
years could in turn instruct others does not obtain with the Japanese. 
In Formosa, as in Japan, those appointed to the position of teacher 
must have had a special training in schools provided for that pur- 
pose. There are, however, in Formosa a number of hired assistants, 
formerly teachers in private schools who have not graduated from a 
normal course, but these are being gradually displaced by graduates 
from the normal department of the Language School. Statistics for 
tlie year 1906 show that there were 392 Japanese and 470 native 
teachers in the public schools. The head teachers are Japanese, and 
while Japanese occupy also many of the subordinate positions, the 
educational authorities are making an effort to fill as many as possible 
of these latter positions with native teachers. The statistics for the 
year 11)01 show '240 Japanese and 255 native teachers; these figures 
contrasted with those for the year 1906 show a substantial increase in 
the proportion of native teachers. 

When teachers are desired for a new school the prefect applies to 
the educational section, which secures from the Language School a list 
of possible candidates with their recommendations. This list is for- 
warded to the prefect, who recommends to the governor-general a 
certain person for appointment as head teacher. The head teacher 
in turn recommends the appointment of certain assistants. 

The native teacher can be secured at less than one-third the cost of 
the Japanese teacher, for the latter receives, upon an average, a salary 
of $300 a year in addition to living quarters, while the former re- 
ceives about $8 a month and provides his own living quarters. The 
pay of the Japanese teacher in Formosa is very much higher than 
thai received liy his colleague in Japan. The women teachers, of 
whom there were in 1906 4s Japanese and 38 native, are paid from 
$10 to $20 a month for the Japanese and from $3 to $10 a month for 
the natives. The salary paid to the native male teacher is at present 
too low to induce the better class of young men to remain with the 
work for many years. Many of these after completing their three 
years' agreement take positions in other fields at higher pay. 

The Japanese and native teachers appear to work well together. 
Naturally the Japanese teacher is handicapped by reason of his 
superficial knowledge of the native dialect and native customs, while 
on the other hand the native teacher finds it difficult to adapt himself 
to modern class-room methods. But these difficulties succumb to 



EDUCATION UNDER THE JAPANESE. 35 

experience, so that it is only a matter of time until they will have 
entirely disappeared. The efficiency of the native teacher, though 
not equal to that of the Japanese, is gradually improving. Many 
facilities are afforded teachers for advanced study. Summer 
schools for advanced training are opened each year in Taihoku City, 
and arrangements are made whereby the Government defrays the 
traveling expenses of teachers in attendance at these sessions in such 
a manner as to permit each teacher to attend once every three years. 
Besides summer schools, teachers' conferences are held once each 
month in each prefecture, the local prefect jjresiding. 

The number of hours a clay devoted to teaching averages five and 
the number of pupils to the class averages sixty. But the teacher's 
labors are not necessarily finished with his class-room work. He is 
often obliged to go among the parents of the children and exert 
his efforts toward keeping the pupils in regular attendance at school." 
This, as will be noted later, is no small task. If a principal is asked 
what he finds to be his greatest difficulty in educating the native, he 
will invariably reply that it is the indifference of the parents. 

Course of study and text-books. — The regular prescribed course of , 
study embraces six years. This course, which is fairly uniform 
throughout the island, includes the following branches: Morals, 
national language, arithmetic, Chinese composition, music, and gym- 
nastics. Sewing is added for the girls, and agriculture, commerce, 
or manual training may be added for the boys. Table 4 shows the 
number of hours given to each branch and subject. By examining this 
tabulation the prominent position assigned to the study of Japanese 
becomes apparent. As already stated, it is the desire of the author- 
ities to make Japanese the language of the island. The study of 
Chinese is parried no further than is necessary, for the allotment of 
four or five hours a week to this subject is only in response to a 
demand on the part of the parents that Chinese be studied in the 
schools to which they send their children. Another branch which 
appears throughout the programme is that termed " morals." In 
all of the elementary schools of Japan morals is a prescribed branch 
of study." The educational authorities in Formosa contend that the 

° Instruction in morals in the schools of Japan is based on the imperial Rescript on 
Education issued in 1800. The following English version was made by a number of 
scholars convoked especially for the purpose by the Japanese educational department : 

The Department of Education, Japan. 

June, iOth year of Uciji (1007). 
Know ye, Our subjects : 

Our Imperial Ancestors have founded Our Empire on a basis broad and everlasting and 
have deeply and firmly implanted virtue ; Our subjects ever united in loyalty and filial 
piety have'from generation to generation Illustrated the beauty thereof. This is the glory 
of the fundamental character of Our Empire, and herein also lies the source of Our 
education. Ye, Our subjects, be filial to your parents, affectionate to your brothers and 
sisters; as husbands and wives be harmonious, as friends true; boar yourselves in modesty 
and moderation ; extend your benevolence to all ; pursue learning and cultivate arts, and 
I hereby develop intellectual faculties ard perfect moral powers; furthermore, advance 
public good and promote common interesls; always respect the Constitution and observe 
the laws; should emergency arise, ofiVr yourselves courageously to the State; and thus 
guard and maintain the prosperity of Our Imperial Throne coeval with heaven and earth. 



36 



EDUCATION IN FORMOSA. 



Chinese pupil is particularly in need of instruction in morals, and 
that the teachers find it very difficult to teach it effectively. The 
surroundings of the native child in the island have, without doubt, 
been most unfavorable, and it is not strange that the standard of 
morals is said to be low among them. 



Table 4. — Study schedule fur public elementary schools fur tin- native Chinese. 





First year. 


Second year. 


Branch of study. 


Hours 

per 
week. 


Subject or topic. 


Hours 

per 
week. 


Subject or topic. 






2 
12 

4 

5 

1 


Same as first year. 
Do. 




9 

4 
5 

2 
1 




Story telling, reading, com- 
position, writing. 

Simple operations to 20 

Simple words, phrases, and 
sentences. 

Physical culture and play. . 




Same, but up to 100. 
Same as first year. 

Do. 






Do. 


















Total 


23 


26 












Third year. 


Fourth year. 


Branch of study. 


Hours 

per 
week. 


Subject or topic. 


Hours 

per 
week. 


Subject or topic. 




2 
13 
5 

»s 

■I 
1 
3 




2 
13 
5 
1.4 
2 
1 
3 


Same as first year. 
Do. 




do... 










Heading and composition .. 






Do. 






Same as first year. 
Simple sewing. 










Total 


31 


30 












Fifth year. 


Sixth year. 


Brunch of study. 


Hours 

per 

week. 


Subject or topic. 


Hours 

per 
week. 


Subject or topic. 




2 
14 


Principles of morality 

Reading, writing, composi- 
tion. 
Decimals and fractions 

Reading and composition.. 


2 






.14 1 Tin 




5 

■■I 

? 


5 

4 

i 

4 


Do. 
Do. 


Mu-ie'l 


Do. 




Do. 




4 


Making and repairing 
clothes. 


Do. 




Do. 










Do. 


Commerce/ 








Do. 












Total 


28 


28 











So shall ye not only be Our good and faithful subjects, hut render illustrious the best 
traditions of your forefathers. 

Tin' Way here sel forth Is indeed the teaching bequeathed by Our Imperial Ancestors, 
to lie observed alike by Their Descendants and the subjects, infallible for all ages and true 
in all places. It is Our wish to lay it to heart in all reverence, in common with you, Our 
subjects, that we may all thus attain to the same virtue. 

The ::oth day of the luth month of the 23rd year of Meiji. 

(Imperial Sign Manual. Imperial Seal.) 

■ Music increased at teacher's discretion. 

b In the third and fourth years girls are given but two hours a week inChinese. 

'" In the fifth year girls are given but two hours a week in Chinese. 

'' Music increased at discretion of teacher. 

• Sewing is given to girls only, and the time devoted to it is deducted from the study 
of language. 

' Manual training, agriculture, and commerce given at discretion of teachers in charge 
of schools. 



EDUCATION UNDER THE JAPANESE. 37 

The Chinese parent finds it difficult to understand the usefulness of 
music and physical culture in the school curriculum, and if he had his 
way he would have more Chinese and less music and gymnastics. 
But one has only to visit a class of native puf>ils engaged in their 
singing exercises to appreciate the usefulness of the subject as a part 
of the daily programme. The Chinese child is fond of singing and 
has a better ear for music than the Japanese lad. He enters into his 
singing with a spirit of enjoyment far in excess of that which he ex- 
hibits in any of his other work, and for this reason much good lan- 
guage instruction may be imparted through this medium. Language 
is also taught by means of object lessons. Upon one of the writer's 
visits to a public school he found a teacher of second-year pupils 
holding before his class a live fish and drilling them in words and 
jmrases descriptive of the object. Pictorial charts are likewise used 
in language instruction. These methods are a pleasing contrast to 
the old Chinese idea of forcing attention by a liberal use of the rod. 

As for physical culture and gymnastics, th^ee hours a week are 
given to the former, and school yards are provided with tennis courts, 
playgrounds, and gymnastic apparatus for the use of the pupils. 
The old Chinese system did not recognize the necessity for physical 
culture, as the ideal of the Chinese scholar was opposed to physical 
exertion of any kind. When the Japanese educational authorities 
placed physical culture in the public school curriculum they were 
criticised by the Chinese parent, who contended that it was done 
with the intention of training his children as soldiers for the Japa- 
nese army. Hence it was necessary to avoid giving any work in 
physical culture which bore the semblance of military drill. One of 
the admirable features of the exercises in physical culture is that 
they are given out of doors, at least so far as the weather will permit. 
The native child likes the work, and is certainty benefited by it. 
Every one familiar with the Chinese knows his tendency to con- 
sumption and lung troubles. The teachers in the public schools attest 
the fact that the pupils are profiting much from the work in physical 
culture, for their general health is improved and they have become 
more active in their class-room work as a result. 

Upon one of the writer's visits to a public school he found a class 
of sixth-grade pupils busily engaged in unraveling the apparently 
tangled skeins of world trade routes as depicted upon a commercial 
map. The Japanese instructor was making an effort to impress upon 
the minds of the pupils the position occupied by Formosa in the 
markets of trade. 

To a westerner one of the peculiarities of the methods used in the 
East in the study of arithmetic is the place assigned to the abacus, 
or counting board. All pupils in arithmetic learn to count upon this 
instrument, and those familiar with the Chinese or Japanese account- 



38 EDUCATION IN FORMOSA. 

ant can bear witness to the remarkable speed and accuracy of his 
methods involving the use of the abacus, which to a foreigner is an 
incumbrance. A number of public schools include in their courses 
of study elementary agriculture and commerce and a certain amount 
of manual training. During the year 1906, 26 schools with 493 pupils 
included agriculture in their curricula ; 3 schools with 333 pupils 
included courses in manual training; 2 schools with. 35 pupils in- 
cluded the elements of commerce. But the work in these courses is 
still in an experimental state, and the department of education will 
be obliged to improve and extend it before it will amount to anything. 

As for text-books, among the boards under special organization 
one has to do with the compilation of text-books. The public schools 
have been furnished with the products of the work of this board, 
which are sold to the pupils at a price which simply covers the cost 
of printing. The series of readers includes illustrated primers and 
more advanced books containing much the same kind of material 
as that found in Western readers, with the exception that the read- 
ing matter has to do with things Chinese and Japanese as well as 
things Western. For the study of Chinese, in the place of the ab- 
struse Chinese classic, the illustrated primers and readers which have 
been introduced deal with various phases of Chinese life, and must be 
infinitely more interesting to the Chinese child. However, as the 
Chinese classic is being rapidly ousted from the elementary schools 
of China, it is scarcely fair any longer to contrast the Japanese 
introduction of simple readers with the Chinese use of the ancient 
Three Character Classic. The Japanese readers provided by the 
board include ten books arranged upon a progressive basis. The 
( Ihinese readers number six. The Sixth Reader, which is used for the 
fourth and fifth year pupils, contains forty lessons, the majority of 
which contain information dealing with Formosa and Japan. An 
interesting feature connected with the lessons in the Japanese primer 
is that many of them deal with matters pertaining to j)ersonal clean- 
liness and to the importance of bathing. In passing, it might be 
said that the Japanese authorities are doing much to encourage clean- 
liness on the part of a people who are, in this respect, the direct 
antithesis of themselves. Foreign residents who have lived in For- 
mosa for some years notice, on the part of the natives, considerable 
improvement in cleanliness, which improvement is due to the labors 
of the Japanese. 

Pupils. — Pupils to be admitted to the public schools must be at 
least 7 and not more than 20 years of age. Of the 31,823 Chinese 
children enrolled in the elementary public schools during the year 
1906, 10,318 were between the ages of 7 and 10, 11,929 between the 
ages of 10 and 13, 7,102 between the ages of 13 and 16, and 2,474 
upwards of 16. According to grades, 14,484 were enrolled in the first 



EDUCATION UNDER THE JAPANESE. 39 

grade, 7,643 in the second, 4,528 in the third, 2,751 in the fourth, 
1,577 iji the fifth, and 815 in the sixth. The average daily attendance 
of the pupils for 1906 was 66 per cent of the enrollment, an increase 
of 1 per cent over the figures for the previous year. Contrasted with 
this, it is of interest to note that the average daily attendance of the 
Japanese in elementary schools for the same year was 90 per cent of 
the enrollment. This is hardly a fair comparison, for school attend- 
ance with the Japanese children is compulsory, and, moreover, there 
are not among the Japanese population the same reasons for keeping 
the children out of school as obtain among the natives. The bulk of 
the native population is engaged in farming, thus during certain 
seasons the parents find it to their interest to take the children out 
of school for work in the fields. The Japanese population is centered 
in the cities, and, with the exception of a small colony on the east 
coast engaged in the growing of peppermint, none of the Japanese 
are farmers. But aside from these facts there is a tendency on the 
part of the Chinese parent to take his child out of school for trivial 
causes. Chinese festivals and feast clays are numerous, and, more- 
over, the Chinese boy who really desires to find an excuse for absence 
from school has a long list of relatives among whom marriage and 
funeral ceremonies, not to mention cases of illness, are bound to occur. 

As already mentioned, the teacher, or more especially the principal 
of the school, finds the most difficult part of his labor that of persuad- 
ing the parents to send their children to school regularly. Various 
measures are adopted to encourage regular attendance. Individual 
prizes are awarded and class banners are given, but where the 
Japanese would be content to work merely for a class banner the 
money-loving Chinese prefer a reward which may be transferred into 
cash for personal use. 

Native pupils are selected from among the middle and wealthier 
classes, for only the children of those who are in a position to con- 
tribute toward the support of a school are admitted. In addition to 
the tax levied upon the property of the parents, each child in attend- 
ance at the public schools must pay a tuition fee which averages 
about 35 cents a year. 

While the Chinese parents are gradually beginning to send their 
daughters to the public schools, they are far behind the Japanese 
parents in this regard. During the year 1906 the enrollment of 
Chinese girls in the public schools was equal to but one-seventh of that 
of boys, while among the Japanese the number of boys and girls in 
the elementary schools was about equal. In the lower classes and in 
the smaller country schools boys and girls are taught in the same 
classes, while in the larger schools they are separated after the first 
year. One of the commendable features of the work prescribed for 
girls is the sewing class. 



40 EDUCATION IN FOKMOSA. 

Intellectually, the native boy seems to be the equal of the Japanese. 
While he does not take as readily to instruction in mathematics as 
the Japanese and is criticised by the teacher for his lack of reasoning 
power, yet his linguistic abilities are undoubtedly superior to those 
of the Japanese lad. He is possessed of a wonderfully retentive 
memory and learns Japanese so readily that after his fourth or fifth 
year it is possible to give all of this instruction in Japanese. In 
music the native boy appears to be specially gifted, if one is to judge 
from the enthusiasm with which he enters upon his singing exercises. 
Upon one of the writer's visits to public schools, individual mem- 
bers of the second grade were called upon to sing Japanese verse 
before the class. The teacher's requests were met with enthusiastic 
responses, and the children upon whom he happened to call rose with- 
out the least hesitancy and. with or without an accompaniment, sang 
the exercise. 

The native pupil is criticised for his lack of appreciation of moral 
instruction; in fact, it is said that he appears to be scarcely affected 
by the teacher's exhortations to a better sense of morals. 

One of the most hopeful features in the education of the Chinese 
native lies in the interest which he manifests in athletic games. The 
public school yard, during the fifteen minutes' recess at the end of 
each hour, presents as animated a scene as does that of any western 
school. The Chinese child loves play and takes a keen delight in 
all games. Already interclass and interschool athletic meets have 
been held, and not only do the pupils delight in them, but the parents 
exhibit a surprising amount of pleasure at seeing their children par- 
ticipate in these sports. 

As for adopting Japanese customs, the native pupil exhibits no 
perceptible signs in that direction. He still wears the queue and 
dresses in true Chinese style, for home influence is bound strongly 
to assert itself, especially among a people whose family ties are so 
strongly interwoven as are those of the Chinese. The home influences 
and surroundings of the native child are distinctly Chinese, and 
as the native pupil does not associate with the Japanese boys, who 
have special schools provided for them, it will undoubtedly be years 
before he shows any signs of adopting customs other than those of 
his own race. 

The number of pupils who have been graduated from the elemen- 
tary Chinese public schools during the past seven years includes 
1,803 boys and 50 girls. In other words, about 3 per cent of the 
children who enter the public schools graduate therefrom. This low 
proportion is accounted for in part by the fact that graduation does 
not entitle students to admission to secondary schools, for, in order 
to enter these institutions, they must submit to examination, and a 
fifth-year pupil is eligible to this. 



EDUCATION UNDER THE JAPANESE. 



41 



(b) SECONDARY SCHOOLS. 

For the secondary education of the native Chinese there are pro- 
vided the following schools: (1) The Language School, including a 
normal department and a special school for girls; (2) the Medical 
School; (3) the Agricultural School; (4) the Industrial Sugar 
School. During the year 190G there were graduated from the public 
elementary schools 502 boys, an increase of 130 over the previous 
year. During the same year 350 boys applied for admission to the 
Language School, of which number it was only possible to accept 90; 
60 of these were assigned to the normal and 30 to the academic de- 
partment. To the Medical School over 300 applied for admission, 
and only 35 could be accepted. The Agricultural Experimental Sta- 
tion accepts 80 new students each year, while the Industrial Sugar 
School takes about 12. Thus the secondary schools for native Chinese 
boys accommodate about 200 new students each j^ear. 

The Language School. — The Language School is under the direct 
control of the civil administration and is supported b}^ Government 
funds. It contains a normal and an academic department. Students 
are admitted to either department upon an examination covering the 
first five years' work of the public elementary school. Applicants 
must be at least 14 and not over 23 years of age. The number of 
students admitted to the normal department is limited to from 60 
to 80 a year, which at present is about one-third of the number that 
apply. This department aims to equip Chinese natives for work as 
public school teachers. The students live in dormitories and their 
expenses are met by the Government. In return for this, they are 
bound to give their services to the educational department for a 
period of three years following their graduation. The prescribed 
course of study embraces four years, and includes morals, pedagogy, 
Japanese, Chinese, history, geography, natural science, music, manual 
training, commerce, and physical culture. The following table 
(Table 5) shows- the number of hours given to each subject: 



Table 5.- 



-Study schedule for the normal department (for Chinese) of the 
Language School. 





First year. 


Second year. 


Subject. 


Division of the subject. 


Hours 
a week. 


Division of the subject. 


j Hours 
a week. 




Morality and etiquette 


1 
9 
3 
2 
3 
4 
2 




, 








Heading and composition.. 
Geography of .In pan 




3 


History and geography . . . 




2 


A Igebra added 


3 






4 










2 





o 


Gymnastics and spurts — 






4 


Total 


■M 


.: 30 













42 



EDUCATION IN FORMOSA. 



Table 5. — Study schedule for the normal department (for Chinese) e>f the 
Language School — Continued. 





Third year. 


Fourth year. 


Subject. 


Division of the subject. 


Hours 
a week. 


Division of the subject. 


Hours 
a week. 






1 

6 
2 
2 
3 
4 
1 
2 
2 
2 
2 
3 




1 




Pedagogy and elementary 
metaphysics. 


School management and 
methods of teaching. 


6 




c 








2 












Algebra and geometry . . . 






1 






2 






Blackboard drawing 


1 




Use of musical instruments. 








4 
















2 




Sports and military gym- 
nastics. 


do 










Total 


32 


29 











The Banka Public School is utilized as a special practice school for 
upper-class men, who in the presence of normal school instructors 
carry on work as teachers. Upon graduation, the Chinese students 
are eligible to appointment as assistant teachers only. During the 
year 1906 there were graduated from the normal department 44 
Chinese natives, making a total of 152 since the establishment of the 
school ten years ago. 

The academic department of the Language School aims to prepare 
a certain number of young men to fill positions as Government 
clerks and interpreters, besides affording to others an opportunity for 
advanced schooling. It accepts students upon examination only, and 
a limited number are admitted each year. Applicants for admission 
are presumed to have completed at least five years in the public ele- 
mentary school, and to be not less than fourteen nor more than 
twenty-three years of age. The school is located in the same com- 
pound with the normal department in Taihoku City. Dormitories are 
provided for the students, a certain number of whom are supported 
at (iovcininciit expense, pledging in return their services for three 
years following their graduation. The course of study embraces four 
years and includes morals, Japanese, Chinese composition, history, 
geography, arithmetic, natural sciences, writing, drawing, music, 
manual training, commerce, elementary law, and gymnastics. The 
following table shows the number of hours given to each subject: 



EDUCATION UNDER THE JAPANESE. 



43 



Table 6. — Study schedule for the academic department of the Language School. 





First year. 


Second year. 


Subject. 


Division of the subject. 


Hours 
a week. 


Division of the subject. 


Hours 
a week. 






1 
9 
3 
2 
3 
4 

2 

4 




1 








9 




Reading and composition.. 
Japanese geography 




3 


Geography and history ... 


Japanese history added 


3 




Zoology and botany 




4 














o 








4 










Total 


30 


30 













Third year. 


Fourth year. 


Subject. 


Division of the subject. 


Hours 
a week. 


Division of the subject. 


Hours 
a week. 






1 
6 
2 
2 
3 
4 
2 
2 




1 








6 




Same as first year 




2 


History and geography . . . 










3 








3 








2 




Theory and practice 




4 


Law and political econ- 
omy. 


Legal forms and bookkeep- 
ing. 


4 




2 

4 


1 




Same as first year 




1 






2 










Total 


30 


34 











Tennis courts, athletic fields, and gymnastic apparatus are pro- 
vided. Owing to the interest taken by the native students in 
athletics, their physical condition is being much improved. Athletic 
and bicycle meets between the different schools are held each year 
and prove to be of great benefit. 

There were enrolled 76 students during the year 1906. The num- 
ber of graduates from this department for the same year was 6. 
Since the establishment of the school 113 students have been 
graduated. 

The girls^ school. — For the education and industrial training of 
girls there was established in 1898 at Shirin a school which, for 
administrative purposes, is dependent upon the Language School. 
This school is intended solely for the education of girls and provides 
two courses, namely, course A, for common education ; course B, for 
domestic sciences. Course A requires three years for completion and 
prescribes the following studies: Morals, Japanese, arithmetic, writ- 
ing, music, and sewing. Pupils entering this course must be at least 
8 years and not over 14 years of age. Course B provides for 
six years' work and prescribes the following studies: Morals, 
Japanese, reading, writing, arithmetic, music, sewing, knitting, arti- 
ficial flower making, and embroidering. Students in this course 
range from 12 to 18 years of age. There are three Japanese teachers, 



44 EDUCATION IN FORMOSA. 

one of whom is a woman, and one native Chinese woman teacher. 
The native teacher instructs the younger pupils in sewing, for which 
she receives $3.50 a month. Students are admitted by examination 
and but a limited number are accepted each year. At present there 
are 26 pupils enrolled in course A and 24 in course B. Since 189S 
there have been enrolled in the school 350 pupils, of whom 50 have 
been graduated. Of these graduates, 30 are engaged as teachers in 
the public schools at salaries ranging from $2.50 to $5 a month, and 
the remainder have married and live at home. 

The school is at present housed in poor quarters, two of the class 
rooms Inning earth floors. But a new building is planned for the 
school when i( is moved to Taihoku, and a proper normal department 
for tlic (raining id' women teachers will then be added. The work 
done by this school is indeed creditable, and when it is removed to 
more spacious and better equipped quarters it may be expected to fill 
a prominent position among the schools for the education of the 
natives. 

The Medical School. — When the Medical School was opened eight 
years ago (he instructors were obliged to go among the Chinese and 
labor In secure students, and, in spite of the fact that the Government 
provided free schooling and a liberal allowance to cover the students' 
living expenses, their efforts were not at first crowned with much 
success. I >i it when a few students were graduated and the parents 
discovered the splendid opportunities that a medical training offered 
for liberal financial returns, they were no longer hesitant about send- 
ing their children (o the school. There are in Formosa 1,700 native 
Chinese physicians practicing according to old Chinese methods. 
Th.' object of the Medical School is to replace these by trained 
physicians. The demand for the trained native physician is indeed 
good if we are to judge from the money compensation which the 
graduates of the Medical School now receive. The graduates, 
numbering 75, earn from $25 to $150 a month each. The wage of 
the Chinese laborer in the island averages $G a month. In face 
of I he splendid incomes of these graduates, it is no little wonder that 
the money-loving Chinaman is anxious to have his son become an 
M. D. 

The Medical School accommodates but 35 new students a year. 
Although the regulations of the school provide that the students' en- 
tire living expenses and tuition are to be defrayed by the institution, 
yet of the 300 applicants for admission at the beginning of the pres- 
ent year 30 offered to pay their own expenses. So long as the regula- 
tions remain as they are, admission will be determined entirely upon 
the basis of competitive examinations. Of the 158 students at pres- 
ent enrolled in the school, 10 pay their own way. while on the other 
hand there are a number who entered without a penny to their credit. 




< w 

q;> 

LUC 

o< 

_I Z 

<W 
S en 

CC UJ 

Oz 
z i 



EDUCATION UNDER THE JAPANESE. 45 

To take the examination one must have the equivalent of five years' 
training in the public schools. 

The Medical School is conducted in connection with a Japanese 
Red Cross Hospital which was established in the capital city several 
years ago. At that time the Red Cross Society contributed $25,000 
for the erection of a building and $2,500 a j^ear for its maintenance, 
provided that the hospital would be conducted in connection with 
the medical training school. The Government has since taken the 
matter up, and is now erecting in the vicinity of this hospital build- 
ings which, when completed, will have cost $150,000. The Govern- 
ment sanitary bureau is also erecting in proximity to the Medical 
School and hospital, at a cost of $150,000, a laboratory which, when 
completed, will undoubtedly be the best of its kind in the East. Be- 
sides these institutions, there is a Government hospital directly oppo- 
site the Red Cross Hospital. This building is being completed in 
sections, and when entirely finished will have cost about $250,000. 
Hence the island is being furnished with splendid facilities for a 
medical education. 

The school provides two courses, a preparatory and a regular 
course. The preparatory course covers one year and embraces the 
following subjects: Morals, Japanese, natural science, geography, 
history, arithmetic, and gymnastics. The regular course presupposes 
the satisfactory completion of the preliminary course and prescribes 
a course of study extending over four years. While this course does 
not presume to be of as high a standard as that which obtains in 
medical schools in Japan, yet it is, so far as circumstances will per- 
mit, fashioned after such. A post-graduate course of one year is of- 
fered and all are encouraged to take it. Patients in the hospital are 
treated free of charge, which affords advanced students practical 
work under competent instructors. There are two wards, each of 
which accommodates about 40 patients. Chinese and Japanese men 
and women occupy the same wards. The writer was surprised to note 
that about one-third of the students had cut their queues because 
they had found them to be in the way. 

Upon a student's graduation he is presented with a certificate 
signed by the governor-general permitting him to practice medicine 
in the island. No one is permitted to practice here without a certifi- 
cate from the Formosan government, although a certain proviso was 
made when the Japanese took possession of the island whereby 1,700 
native physicians were granted privilege to continue their practice 
under certain limitations. When the new buildings are completed 
the school will be able to graduate 60 students a year. The number 
at present is 25. Of the 73 students already graduated, 43 have taken 
the post-graduate course, involving a training in the hospital. When 
the graduate begins the practice of medicine he is obliged to serve a 



46 EDUCATION IN FORMOSA. 

probationary period of several years, during which time he is watched 
closely by the Medical School authorities and every possible assistance 
rendered him. The institution is doing a splendid work and deserves 
high commendation. 

The Agricultural School. — Formosa is and undoubtedly always 
will remain an agricultural colony. The soil is rich, rainfall abun- 
dant, and climate conducive to vegetation. Up to the time that the 
island became a possession of Japan nothing was done toward the 
application of science to agriculture. But now an agricultural ex- 
periment station under the supervision of the bureau of productive 
industries of the Formosan government retains a corps of specialists 
and does a splendid work toward improving agricultural conditions 
in the island. This institution is located about 3 miles south of the 
capital city and covers an area of 58 acres. The station is in charge 
of a superintendent, assisted by 2 expert teachers, 2 special clerks, 
17 regular teachers. 12 regular clerks, and 12 laborers. Three of the 
teachers hold degrees as bachelors of agriculture from agricultural 
colleges in Japan. 

The station provides a training school for Chinese natives. There 
are three courses of study offered — agriculture, veterinary science, 
and forestry. A student to be admitted to these courses must be a 
member of a family owning 1\ acres of land, and must hold a certifi- 
cate showing the completion of the fifth-year class of the public 
school, which means that he must have a working knowledge of the 
Japanese and Chinese languages. He must be upward of 17 years 
of age, physically able, and of good character. He must be in a 
position to he able to attend regularly for two successive years to the 
work as prescribed in the course of stiuty. Candidates for entrance 
must make application through the prefect of the district, who is 
responsible for the examination and certification of the candidates. 
The course of study in the agricultural department covers two years 
and embraces the following subjects: Science of agriculture, ento- 
mology, pathology, cattle feeding, manual training, and methods of 
teaching. The students live in dormitories provided for them; food, 
clothing, and stationery are provided at their own expense, while 
bedding and mosquito nets are rented to them by the station. Dur- 
ing the period of their attendance they receive 10 cents a day as a 
remuneration for their labor. It is said that a majority of the stu- 
dents are self-supporting, some even doing their own cooking. Their 
daily programme is something after the following manner: 5.30 a. m. 
in the summer (0 in the winter), rise; 6, inspection; 6.30, breakfast; 
forenoon, study: afternoon, practical work; 9 p. m., inspection; 9.30, 
lights out. Athletic fields are provided the students and a room is 
set aside for medical attendance, which is furnished free of charge. 



EDUCATION UNDER THE JAPANESE. 47 

For student experimental purposes 1 acre of land is set aside for rice 
fields, 3^ acres for vegetable and plant gardens, and 1.2 acres for an 
orchard. Here the students practice cultivation. The habits of 
harmful insects and methods of extermination are studied. A num- 
ber of imported cattle are kept at the station, and the feeding and 
treatment of cattle in general studied. 

The practical work is in charge of two teachers, who are reserve 
commissioned officers in the Japanese army, and the students are kept 
under military discipline. 

Once each year the students are taken on exploring tours for ob- 
servation and study, and whenever officers from the station go on 
lecture tours among the farmers in the island, corps of students ac- 
company them to assist in the magic-lantern exhibitions as well 
as in other ways. Once every week the students assemble together 
with the officers and teachers of the station, and general discussions 
upon topics connected with the work are carried on in Japanese. 
Here the students have an opportunity to practice their Japanese, 
as they are obliged to speak in turn before the assembly, setting forth 
the results of their observations and study. In impromptu speaking, 
and in making an appearance before a public assembly, the Chinese 
student surpasses the Japanese. On holidays and during spare hours 
they are encouraged to collect insects. 

There are now 84 students admitted to the agricultural school each 
year. Up to the present 106 students have been graduated from the 
agricultural course, the majority of whom are engaged in work con- 
nected with the station. 

The products under experimental cultivation and study in the 
grounds of this station are rice, sugar cane, peanuts, China grass, 
jute, indigo, tobacco, tumeric, sesame, peppermint, and silk. A spe- 
cial experimental garden for tea culture is conducted at An-pei-ching, 
while another for tobacco culture is established at Bioritsu. 

Up to the present the station has compiled the following reports : 

1. Investigations on the principal farm products of Formosa. 

2. Agricultural experiments. 

3. Neat cattle in Formosa, with some notes on the Indian buffalo. 

4. The Java potato. 

5. Elephant-trunk worms which grow on rice. 

6. Description of farm implements used in Formosa. 

7. Results of experiments in sericulture. 

8. The six varieties of harmful rice worms. 

Numbers 4, 5, G, 7, and 8 have been translated into Chinese and dis- 
tributed among growers. 

As a result of the station's experiments in the growing of pepper- 
mint in Formosa, a Japanese colony has been founded on the east 



48 EDUCATION IN FORMOSA. 

coast and the cultivation of this plant undertaken on a large scale. 
The station is also experimenting in sericulture, and hopes to add the 
growing of the silk worm to the industries of the island. 

The veterinary course is open to students who have completed the 
agricultural course. Applicants must be of at least 19 years of age 
and of good health. The course of study extends over six months, and 
the rules pertaining to students and instruction are similar to those 
of the agricultural course. At present 16 students are enrolled. 

The course in forestry is just being instituted, hence little can be 
said about the work which it is intended to cover. Formosa is rich 
in forest products and there is an excellent opportunity for the 
student of forestry. 

Tin Industrial Sugar School. — Since the island became a Japanese 
possession much has been done by the administration to improve and 
extend the cane-sugar industry. At present about 20 per cent of 
Japan's consumption of sugar is furnished by Formosa. Improved 
sugar cane has been introduced from Hawaii and Java, and modern 
crushing mills are being erected. This industry furnishes an excel- 
lent opportunity for the operation of industrial schools in connection 
with it. The administration has not overlooked this fact. Under 
the supervision of a Government sugar bureau there w 7 as opened 
in February, 1905, an industrial sugar school in connection with an 
experiment station for the training of apprentices for work in sugar 
mills. In July. 1906, the Industrial Sugar School and the analytical 
;iimI experiment stations were consolidated in an experimental depart- 
ment (if the sugar bureau. 

In this department native and Japanese students are trained as 
apprentices. Those who are admitted to the school are expected to 
have had an elementary education. In this school there are two de- 
partments, a sugar manufacturing department and a sugar engineer- 
ing department. The students in the engineering department nura- 
ber 1"), while those in the manufacturing department number 26. 
The branches of study include agriculture, physics, chemistry, 
arithmetic, national language, engineering, sugar manufacture, analy- 
i- (if sugar, management of stationary engines, implement manu- 
facture, management of sugar machinery, and the cultivation of 
sugar. The number of hours per week devoted to. each subject is 
given in Table 7. The course is the same for both departments dur- 
ing the first year, but in the second special courses are given. At 
present no suitable text-books have been found for the use of the 
pupils, hence the instructors are obliged to have them take notes 
from lectures each day. 



EDUCATION UNDER THE JAPANESE. 



49 



Table 7. — Number of hours per weelc allotted to each subject at the Industrial 

Sugar School. 

COURSE IN SUGAR MANUFACTURE. 



First Second Third 
period, period, period. 



Second year. 



First Second! Third 
period, period. ! period. 



Agriculture 

Physics 

Chemistry 

Arithmetic 

Japanese 

Sugar manufacturing. 

Sugar analysis 

Cultivation of sugar . . 



Total. 



ENGINEERING ('OCRS 10. 





3 

4 
4 
5 
4 
3 


3 

4 
4 
5 
4 
3 


3 
4 

4 
5 
4 


























3 


3 


3 










5 

9 
9 


5 






18 
IS 


8 









9 



9 




















Total 


23 


23 


29 


39 


26 


26 







Prior to the opening of a sugar mill by the station, student appren- 
tices in both courses were engaged in the cultivation of cane each day 
from 1 to 5 p. m. (Saturdays and Sundays excepted) ; but when the 
sugar plant was installed, students in the engineering course were 
assigned as assistants in the installation and operation of machinery, 
while those in the manufacturing course were assigned to work on 
the analysis and manufacture of sugar. Their work is carried on 
under the guidance of competent teachers, who take the students on 
inspection tours to native and improved mills. Recently the entire 
corps of students has been engaged in work in one of the large modern 
mills under the supervision of an instructor, and this has proved very 
beneficial to them. 

(C) PRIVATE SCHOOLS FOR CHINESE NATIVES. 

During the Chinese regime the Chinese youth had for the most 
part to depend upon private schools for his instruction. The part 
which these schools played in the educational system during that 
period is fully set forth in the previous section on " Education under 
the Chinese." The independent position occupied by the private 
schools prevented them from being affected by the coming of ( the 
Japanese, and up to the year 1898 the}' occupied much the same po- 
sition with the native masses as before. In that year, when the pub- 
lic school system was formally established, certain regulations were 



50 EDUCATION IN FORMOSA. 

made to bring the private schools under Government control and 
supervision. As long as a complete system of public schools was 
not established throughout the island the administration deemed it 
wisest to permit the private schools to continue, but, if possible, to 
place them under such supervision and control as might result in 
eventually bringing them up to a standard approaching that of the 
public schools. 

The important position still occupied by the private schools is 
attested by the fact that, during the year 1906, 20,142 native pupils 
were under instruction in them. These figures as compared with 
those for the year 1901 show a decrease of 8,000, but still represent 
a number equivalent to about two-thirds of the enrollment in the 
public schools. On the other hand, compared with the figures for 
the year 1905 there is a slight increase. In 1906 there were 936 
teachers in the private schools as compared with 1,543 in 1901. 

The regulations pertaining to Chinese private schools prescribe 
that such schools shall be under the supervision of the respective 
local prefects; that the course of study as prescribed under the old 
procedure shall be gradually altered so as to include the Japanese 
language and arithmetic; that reports shall be made each year to 
the office of the prefect setting forth full particulars as to the work 
of the school, student enrollment, and other matters; and that cer- 
tain sanitary precautions shall be observed. The governor-general 
may prescribe the use of such text-books as he may deem necessary, 
and in cases in which the schools are properly managed certain 
subsidies may be granted by the administration. In obedience to 
(lie above regulations, by the year 1906 arithmetic had been intro- 
duced into 187 private schools, Japanese into 112, and both arithmetic 
and Japanese into 80. A regulation more recent than these pre- 
scribes that private schools shall cease to be conducted in districts 
in which public schools are established. There were 927 private 
schools in operation during the year 1906. 

These figures tend to show that the private school is still popular 
with the Chinese. A parent may send his children to such a school 
upon payment of about $5 a year for tuition, which is all he 
need pay toward the support of the school. The average na- 
tive private school makes provision for about twenty pupils. As 
each child is a class unto himself, the parent can withdraw him from 
tin- school at any time and for as many days as he may please without 
interfering with his work. Furthermore, the pupil may give the 
bulk of his time to the study of Chinese in accordance with the 
wishes of the native parent. 

But for all this the native private school has little to commend it. 
It is housed in poorly lighted, poorly ventilated quarters, and under 
the instruction of poorly trained teachers. The best that can be said 



EDUCATION" UNDER THE JAPANESE. 51 

for it is that it is distinctly Chinese, and naturally in favor on that 
account with those who criticise the public school as teaching too 
much Japanese and too little Chinese. As the establishment of pub- 
lic schools means the displacing of the private schools, it will un- 
doubtedly not be many years before the native private school will no 
longer find a place in the educational system of the island. 

6. SCHOOLS FOR THE JAPANESE. 

The Japanese in Formosa number less than 2 per cent of the 
island's population. That comparatively few Japanese have settled 
in Formosa can not be imputed to a lack of educational facilities. 
The 3,850 children of school age are being well cared for; in fact, 
the schools provided for them are in many respects superior to cor- 
responding institutions in Japan. The system conforms to that of 
the mother country and consists of elementary and secondary schools'. 

(ffl) ELEMENTARY SCHOOLS. 

That 93 per cent of the Japanese children of school age in Formosa 
are under instruction is due, in part at least, to the fact that ele- 
mentary education is with them compulsory. Elementary schools 
are established throughout those portions of the island- inhabited 
by the Japanese and are under the supervision of the local pre- 
fects, as are the public schools for the Chinese natives; the ex- 
penses of maintenance are defrayed from the prefectural treasuries, 
although a tuition fee of 15 cents a month for the primary and 25 
cents a month for the intermediate course is assessed against each 
pupil enrolled. The total amount of such tuition fees during the 
year 1906 was about $5,000. The expenditures for the maintenance 
of these elementary- schools during the same year amounted to about 
$35,000, which sum includes an item of $5,000 for buildings. In 
districts in which the Japanese population is so sparse as not to war- 
rant the establishment of elementary Japanese schools, arrangements 
are made wherebj' separate classes for the instruction of Japanese 
children are provided in the public schools for the Chinese. During 
the year 1906 fourteen native Chinese schools were giving special 
courses for Japanese pupils, the 221 pupils in these schools paying 
the regular tuition fee. 

The smallest regular elementary Japanese school in the island is 
that at Toen, which provides for 11 pupils. The largest is the Tai- 
hoku City School, which has an enrollment of about 700 pupils. The 
Taihoku school cares for nearly one-fourth of the pupils in the ele- 
mentary Japanese schools, and is a model institution. The buildings 
were erected at a cost of $40,000 and are remarkably well adapted to 
school purposes, in addition to being distinctly ornamental. Like all 
schools erected by the Japanese authorities in the island, the buildings 



52 EDUCATION IN FORMOSA. 

are so arranged that each room occupies the entire width of the build- 
ing, thus providing excellent lighting and ventilating facilities. 
There are ten class rooms, a large assembly room, a sewing room for 
girls, a room for scientific apparatus and natural history specimens, 
and proper office accommodations for principal and teachers. The 
grounds are spacious enough to provide flower gardens, playgrounds, 
and athletic fields. The site was well chosen, being the most favor- 
able location in the outskirts of the capital city. There is not in the 
whole of Japan an elementary school of a similar size as well housed 
as is this. 

The teachers in the elementary Japanese schools of Formosa re- 
ceive much higher pay than those in similar schools in JajDan. The 
average monthly salary of the Japanese elementary school teacher in 
Formosa is $25, while that of the teacher in Japan is less than one- 
third of this amount. Women teachers are paid less. Owing to the 
splci nl id inducements in the way of good salaries, the educational 
authorities in the island experience no difficulty in securing excellent 
material as teachers in the elementary Japanese schools. In Japan 
the salaries of the elementary school teachers depend very often upon 
each annual budget in a school district, and, if the district is poor, the 
teacher is often obliged to suffer a reduction in his allowance. The 
teacher in the elementary Japanese schools in Formosa is not thus 
inconvenienced. For the most part, the lower grades in these ele- 
mentary schools are taught by women, who receive an average salary 
of about $8 a month. 

The course of study prescribed for the elementary Japanese schools 
in Formosa is similar to that for schools in Japan. It is quite neces- 
sary that it should be thus, for a large number of children are con- 
stantly returning to or coming from Japan, and naturally wish to 
continue their schooling with as little inconvenience to themselves as 
possible. Furthermore, graduates of elementary Japanese schools in 
(he island are received in Japan on an equal standing with the gradu- 
ates of the elementary schools there. As in Japan, the elementary 
gives a primary course of four years and an intermediate course of 
two years. In the primary course morals, Japanese, arithmetic, mu- 
sic, and physical culture are taught, with sewing lessons added for 
girls. In the intermediate course Japanese history and geography, 
natural science, and drawing are taught in addition to the subjects 
already enumerated. The text-books used are similar to those in use 
in Japan. These, however, are to be supplemented by books espe- 
cially adapted to Formosa. 

Children are admitted to the elementary Japanese schools between 
the ages of 6 and 14 years. There were 3,064 pupils enrolled in these 
schools during the year 1906, about one-half of whom were girls. 
Fourteen native Chinese schools were, during that year, giving 



BUREAU OF EDUCATION 



BULL. NO. 5, 1908 PL. V 




A. TAIHOKU CITY ELEMENTARY SCHOOL FOR JAPANESE. 
This is a model institution. 




B. TEACHERS AND PUPILS OF THE ENZANNO PUBLIC SCHOOL 
FOR ABORIGINES, IN KOSHIN PREFECTURE. 



EDUCATION UNDER THE JAPANESE. 53 

special courses for Japanese children, who numbered 115 boys and 
106 girls. The average daily attendance of pupils enrolled in the 
elementary Japanese schools during 1906 was 2,763. When a school 
is sufficiently large to permit, boys and girls are taught in separate 
classes. 

One of the particularly interesting features of the Japanese school 
is the system of class captains, who are selected, one for each class, 
on a basis of scholarship. When a visitor enters a class room, the 
class captain rises from his seat, calls the class to attention, and the 
members in obedience to his orders rise and, as one person, salute the 
visitor. When the class is to be dismissed, it is done at the orders 
of its captain, who assembles them on the school grounds in company 
formation and, when they are at attention, gives the command " fall 
out." Likewise when the school session is called the boys fall in under 
their respective class captains and march to their class rooms. Phys- 
ical culture in the Japanese school involves considerable military 
drill, which, whenever the weather will permit, is carried on out of 
doors. The Japanese pupil in Formosa demands more recreation 
and play than he would were he in a school in Japan, for climatic 
conditions in the island are conducive to fevers and epidemics. 
Moreover, the pupil in Formosa finds that he can not study so 
effectively as he could in Japan, hence he must have more exercise 
and recreation to keep in good pl^sical condition. 

Another disadvantage to the Japanese child in Formosa is the in- 
ferior social conditions which surround him. The first Japanese to 
come to the island were not from the better classes and their moral 
standards were not high, hence the children of the better classes are 
often thrown among evil associates. The educational department is 
doing everything possible to counteract these unfavorable conditions, 
and, so far as the elementary schools are concerned, the Japanese 
pupil is receiving excellent care from the educational authorities in 
the island. 

(Z>) SECONDARY SCHOOLS. 

The facilities furnished the Japanese student for secondary educa- 
tion are quite equal, in point of excellence, to those for elementary 
training. After completing his six years of primary and interme- 
diate school training, the Japanese boy who would remain in For- 
mosa has the choice of entering the Middle School or the normal 
department of the Language School. For the girls there is a girls' 
high school. 

The Middle School. — A 15-acre piece of ground has been secured 
by the Formosan government in proximity to Taihoku City for the 
erection of buildings and dormitories for a new middle school for 
the Japanese. The completion of these buildings will involve an ex- 



54 EDUCATION IN FORMOSA. 

penditure of $250,000 and will give to the island a middle school 
superior to any in Japan. The cost of this project will be defrayed 
from the government treasury. The school is at present housed in 
temporary quarters in the city. The students, who number 104, are 
required to pay a tuition fee of 80 cents a month. The school pro- 
vides two departments, which may be styled A and B. 

Department A makes English the major subject and proposes to 
train a limited number of students in English manners, customs, and 
ways of living, besides affording to them an academic training. 
Baron (Joto. late civil governor in the island, who is responsible for 
the founding of this department, said that it was his purpose in 
recommending such a course to afford a means whereby Japanese 
boys may be so thoroughly trained in the English language, manners, 
and customs as to be able, at the completion of their studies, to move 
about in foreign society with ease and comfort; in a word, to produce 
Japanese gentlemen conversant with foreign customs. This course 
Is a noteworthy innovation in Japanese methods of training students 
in a foreign language and foreign customs, there being nothing to 
correspond with it in Japan, with the possible exception of a private 
institution in Tokyo under foreign management. In light of the 
many criticisms which have during the past six months appeared 
throughout the Japanese press on the superficial methods of foreign- 
language instruction in the middle schools of Japan, this experiment 
in Formosa will undoubtedly be watched with the closest attention 
by Japanese educationists. 

The number of students in this course to enter each year is limited 
to 30, who are to be selected by competitive examination. Applicants 
must be at least 11 years of age, must have a training equal to that 
given in the elementary Japanese schools, and must be able to defray 
their living expenses in a dormitory provided in the school. These 
expenses, from a Japanese standpoint, are high, being at least $15 a 
month. Students are required to live and dress in foreign style. 
The course will extend over six years, and it is planned to have a 
separate dormitory for each class, which is to be composed of 30 
members. Each dormitory will be presided over by the head teacher 
of the corresponding class or form. The first class of 30 students 
was admitted this year, but dormitory accommodations for them will 
not be in readiness until next April. The course of study includes 
Japanese, English, Chinese, history, geography, mathematics, natural 
history, physics, chemistry, drawing, music, manual training, and 
gymnastics. The number of hours per week devoted to each subject 
is given in Table 8. 



EDUCATION UNDER THE JAPANESE. 
Table 8. — Middle School study schedule — Department A. 

FIRST TERM (3 YEARS). 



55 





First year. 


Second year. 


Third year. 


Subject. 


Division of the 
subject. 




Division of the 
subject. 


u 

CD 

o & 

m 


Division of the 
subject. 


u 

ll 
to 


National patriot- 
ism. 


Requirements of the 
nation. 

Reading-, composi- 
tion, conversation, 
and writing. 

Easy conversation, 
pronunciation, 
spelling, and writ- 
ing. 


i 

4 
9 

4 

1 
1 
1 


Same as first year. 
do 


i 

4 

4 

2 
2 
1 


Same as first year. 
Grammar added.. 

Same as secoi>d 
year. 

Arithmetic, alge- 
bra, and geom- 
etry. 

Same as second 
year. 

West Asia and 
Japan. 

Same as second 
year. 


i 

4 




Translation and 
grammar added. 

Algebra added 

Japanese history.. 

Japan and east 

Asia. 
Plants, animals, 

and minerals. 


7 




4 




Historical tales 


2 


Geography 


2 


do 











Total 


21 


21 


22 













SECOND TERM (3 YEARS). 





Fourth year. 


Fifth year. 


Sixth year. 


Subject. 


Division of the 
subject. 


u 

3 g 
o > 

a 


Division of the 
subject. 


H 


Division of the 
subject. . 


0) 

o ? 

a 


National patriot- 
ism. 


Same as first year 

Same as third year . . . 

Translation, para- 
phrase, conversa- 
tion, composition, 
and grammar. 

Same as English 

Algebra and geome- 
try. 


' 1 

3 

5 

4 

2 
1 


Political science... 

Same as third year. 

Same as fourth 
year. 

do 


1 
3 

5 

5 
4 

2 
1 

2 
2 


Sameas fifth year. 

Same as third 

year. 
Same as fourth 

year. 

do 


2 
3 


English 


5 


Chinese 


3 




..:..do 


Trigonomet ry 
added. 


4 






2 




World 




Physical geogra- 
phy. 


2 


Natural history 




Physiology 










4 


physics. 










Total 


25 


25 


25 













An advanced course covering two years will be provided for grad- 
uates. This latter course is designed especially to fit young men for 
positions in the Government service, particularly the colonial service. 
In speaking with Mr. Hoinjo, the principal of the Middle School, 
the writer was informed that the new Middle School is to be pat- 
terned, to a certain extent at least, after Abbott's Hall. England, 
which he had oceasion to visit a year ago. The Middle School re- 
tains at present two foreigners as teachers of English, one a Cana- 



56 



EDUCATION IN FORMOSA. 



dial] woman and the other an American, the former of whom is to 
have charge of the dormitories to be opened next April. 

Department 15, which is in reality the Middle School proper, 
requires five years for its completion, and corresponds to the regular 
middle schools in Japan. The students registered in this department 
do not live in dormitories. The course of study includes morals, 
Japanese, Chinese, English, history, geography, mathematics, nat- 
ural history, physics, chemistry, elements of law 7 and economics, 
drawing, music, and gymnastics. The number of hours allotted to 
each subject is shown in Table !). An advanced course covering one 
year supplements the one just described. Military drill forms an 
important feature of the prescribed work for the students of both 
departments of the Middle School, and is conducted under the direc- 
tion of a former army officer. 

Table !). — Middle School study schedule — Deportment B. 



Subject. 



First year. 



ni\ Ision "f the sub 
ject. 



Moral'- 

Japanese and Chi- 



English 

History and ge- 
ography. 



Mathematics ... 

Niiliirnl hi.slnry. 



Prawing . .. 

Music 

Gymnastics. 



Reading, grammar, 
composition, and 
writing. 

Elementary 

Japan 



Arithmetic . 
Minerals ... 



Free hand 
Singing.. .. 
Military ... 



Second year. 



Division of the sub- 
ject. 



Same as tirst year . 



....do 

Asia anil Australia 
added. 



Algebra added . 
Botany 



Mechanical added 

Same as tirst \ ear . 
.. .do 



1 8 



Third year. 



Division of the sub- 
ject. 



Same as first vear. 



Grammar added. . 

oriental history 
and European 
geography. 

Geometry added. . 

Physiology, zo- 
ology, and sani- 
tation. 

Free-hand 

Sameas firs) year, 

do 



Is 



Subject 



Morals 

Japanese and Chines,- .. 

English 

History and geography . 

Mathematics 



Natural history 

Physical sciences 

Law and political econ- 
omj 

Drawing 

Military drill 



Total . 



Fourth year. 



Division Of Hie subject. ^["l 



Advanced work 

Same as third year .. 
America and Africa . 



Algebra and geometry 



Zoology ... 
Chemistry . 



Fifth year. 



Division of the subject. .^JJS 



Same as fourth year 

Same as third year 

Universal history and ge- 
ology. 

Geometry and trigonom- 
etry. 



I'hysiey . 



The officers of the Middle School consist of 1 principal (Shonin 
rank). ? teachers of Shonin rank and 17 of Ilannin rank, a super- 
intendent of dormitories, and a clerk. The foreign English teachers 



EDUCATION UNDER THE JAPANESE. 57 

receive $900 and $1,800, respectively. Living quarters are furnished 
to all of the above teachers. The school has not been established 
sufficiently long to graduate many students, but during the year 1906 
19 were graduated. 

The normal department. — There is connected with the Language 
School a separate normal department for the training of Japanese 
young men as teachers for the public schools. Students to be ac- 
cepted in this course must be at least 18 and not over 25 years of 
age, and must have completed a course of study equal to that of the 
fourth year of the Middle School. The course of study extends over 
one year and includes the following subjects: Morals, pedagogy, 
Japanese, Formosan Chinese, history, geography, natural science, 
music, manual training, agriculture, commerce, and physical culture. 
Manual training, agriculture, and commerce occupy but a small part 
of the study schedule. This department graduates about twenty 
students a year, and since its establishment about ten years ago it has 
furnished 145 teachers for the public schools of the island. 

The Girls'' Higher School. — There are more girls in attendance in 
the elementary Japanese schools, in proportion to the number of 
school age, than there are boys. Girls to be admitted to the Higher 
School must be not less than 12 years of age and must have had an 
elementary school education. The course of study prescribed for 
this institution is similar to that which obtains in like schools in 
Japan. The admirable feature of its curriculum is that it attaches 
great importance to the domestic sciences. Graduates from this school 
are received in Japan on the same status as graduates of Girls' Higher 
Schools there. There were 149 girls enrolled in this school during 
the year 1906, which was 64 less than the number of boys enrolled 
in the Middle School, and 125 more than the number of native Chi- 
nese girls enrolled in the Shirin Girls' Higher School. 

Japanese students completing the courses prescribed in the second- 
ary schools above, enumerated are in a position to enter upon ad- 
vanced work in schools in Japan. The facilities which the Formosan 
government offers to the Japanese youth for a first-class common- 
school education are indeed good, and when the new middle school 
is completed the island will have a high school superior to any in 
Japan. 

7. SCHOOLS FOR ABORIGINES. 

The savage tribes in Formosa still occupy and control the eastern 
(mountainous) half of the island. Their population is estimated at 
103.000. The question of bringing this population under control and 
opening their lands to exploitation is one which is receiving much 
attention from the administration. A military police force, made up 
of 3,500 Japanese police, 1,500 Chinese native police, and 5,000 native 



58 EDUCATION IN FORMOSA. 

coolies, has succeeded, under the direction of the superintendent of 
police, in establishing a guard line along the savage frontier. This 
line has been advanced from time to time, but recently it was forced 
back by a combined attack on the part of the savages in the northern 
part of the island and much territory regained to savage control. 
The difficulties with which the police have to contend are many. The 
country is mountainous and covered with a dense jungle well adapted 
|o the sort of guerrilla warfare which the savages indulge in. 

The tribes in the northern part of the island belong to the Atayal 
group of head-hunter savages and are the most difficult with which 
to deal, while the Amis, Taiwan, and Payuina groups in the eastern 
ami southern districts are comparatively peaceful. It is among these 
latter groups (hat the administration is attempting to establish 
schools. Up to (lie present twelve schools have been opened in Taito 
prefecture in villages along the east coast and three in Koshun in the 
southernmost part of the island. It is worthy of note that these 
schools have been established in the same villages and among the 
same tribes as those opened by Chinese thirty-five years ago. In fact, 
as a result of (lie work of the Chinese school in one of the villages 
in Koshun, many of the members of one of the tribes of the Paiwan 
group still wear the queue and dress in Chinese style. 

The regulations provide that no tuition fees shall be charged in 
(lie savage schools. The expenses of maintenance are defrayed from 
the prefectural treasuries. During the year 1906 the sum of $12,000 
was spent on savage education. The course of study extends over 
lour years, and aims to teach the children to read and write the 
Japanese kanna (alphabet) and perforin the simple operations in 
arithmetic. Their course of study naturally includes much conver- 
sational work in Japanese. Music, manual training, and agriculture 
are added as local conditions permit. The pupils are rewarded for 
faithful work by prizes consisting of clothing and food. The teach- 
ers assigned to these schools number 40, of whom 25 are Japanese, 8 
Chinese natives, and 7 savages. They are paid $272 a year for the 
Japanese, $4 t a year for the Chinese native, and $35 a year for the 
savage teachers. The Japanese teacher in a savage village is recog- 
nized by the members of the tribe in that place as an important per- 
sonage, lie lias succeeded in winning the good will of the chieftain 
and headmen, for many instances are cited of these chieftains and 
headmen calling upon the village school-teacher to act as arbiter in 
their controversies. 

There were 996 boys and 02 girls enrolled in the fifteen savage 
chools during the year 1906. Of these pupils, 107 were between the 
ages of 7 and 10 years; 565 between the ages of 10 and 15; 280 be- 
tween the ages of 15 and 20; 2'.) upward of 20 years, and 43 of ages 
unknown. The average daily attendance during the year was 577 



EDUCATION UNDER THE JAPANESE. 59 

for the boys and 56 for the girls. The low average daily attendance 
is probably due to the fact that, owing to the poverty of these tribes, 
they are obliged to utilize the services of their children as much as 
possible in the fields which they till. These schools have thus far 
graduated 47 boys and 1 girl. One of the graduates subsequently 
entered the medical school in Taihoku City and did very creditable 
work. The other graduates are employed as interpreters and police 
in the districts in which they live. 

These tribes prove themselves capable of being affected by civiliz- 
ing influences. The children make good progress in their studies, but 
appear to be lacking in mathematical ability. The parents seem to be 
anxious to have their children learn to read and write. Indications 
at present seem to point to a successful issue in the educational work 
among these tribes. 

8. EDUCATION UNDER THE JAPANESE CONTRASTED WITH THAT UNDER 
THE DUTOH AND CHINESE. 

In contrasting education under the Japanese with that under the 
Dutch and that under the Chinese we should measure each in light 
of its peculiar aims and accomplishments. 

The Dutch aimed to convert to Christianity the savage tribes among 
whom they settled, hoping thereby to better their trade relations. 
Their missionaries came to Formosa and found a people (or peoples) 
savage and addicted to vile practices. As a result of the thirty j'ears' 
labors of these missionaries the savage tribes were given a written 
language and improved social customs, which were carried down 
through successive generations, remnants of which are to be found 
even to the present da}'. Measured in the light of their day or, in 
fact, in the light of to-day, the achievements of the Dutch mission- 
aries can not be judged otherwise than as remarkable. 

Education during the Chinese regime in Formosa naturally fol- 
lowed the trend of education in China proper. The Imperial exam- 
inations dragged all that flavored of educational effort through the 
same ruts 3'ear after year until one administrative officer, bolder and 
more enlightened than his predecessors, attempted to lift it upon a 
higher plane — that of usefulness — only to have his work so well begun 
suffer at the hands of a reactionary successor. But so far as the 
masses were concerned the private school met their wants, which 
fortunately were few. 

The really interesting phase in educational effort under the Chinese 
was that which had to do with the establishment of schools among the 
aborigines. As early as the beginning of the eighteenth century the 
Chinese recognized the utility of the public school in Formosa as a 
means of bringing an alien race under subjugation. The schools 



60 EDUCATION IN FORMOSA. 

established among the tribes which had previously come under the 
influence of the Dutch assisted to hasten the adoption of Chinese cus- 
toms by these tribes. It was not, however, till 1875 that the Chinese 
seriously attempted to subjugate, any of the untamed savages through 
the medium of the public school. When, in that year, special text- 
books for the instruction of the savages were adopted, it appeared as 
if the Chinese hail begun to realize the fact that the Three Character 
Classic was doubly meaningless when placed in the hands of a savage 
child. But such was not the case; for, ten years later, when the 
enlightened Liu Ming Chuan attempted to subjugate the tribes of 
the headhunter Ataval Group of savages by giving them schools, he 
adhered t » > the old custom and prescribed the Chinese Classic. Despite 
the apparent crudeiicss of their methods, the fact remains that the 
Chinese had accomplished, during the years 1875 to 1891, much in 
the way of assimilating the savage tribes throughout the island. 

The fact that when Japan took possession of Formosa she found 
but the fragments of an antiquated Chinese school system, should 
not be interpreted to mean that had China continued in the posses- 
sion of the island that system would have been perpetuated. The 
educational revolution which has swept over China during the past 
few years could not but have affected Formosa. 

When Japan annexed Formosa she already had the advantage of 
twenty-five years' experience in modem educational administration. 
Before the island had been pacified she set to work to establish a 
system of public instruction. Now after twelve years' labors we 
find 5.5 per cent of the native Chinese children of school age enrolled 
in public schools, or about 9 per cent under instruction in both public 
and private schools. Statistics of education in the Philippines for the 
year 1906 show 20 per cent id' the children of school age enrolled in 
public schools, and about •_'."> per cent under instruction in both public 
ami private schools. 

Public instruction in Formosa aims to convert the native child into 
a loyal Japanese subject. Tt attempts, however, to reach only that part 
of (he native Chinese which is able to contribute toward the financial 
support of the schools. The people are given schools as they are able 
to pay for them, lint when a district gets a school, it is a splendidly 
constructed, well-equipped building, set upon a site which allows of 
plenty of room for playgrounds. The teachers provided for these 
schools are well trained and apparently devoted to their work. Sta- 
tistics for the years 1900 to 1907 show that the enrollment in the 
public schools is gradually increasing. (See Tables 10 and 11, pages 

63, <;i.) 

The facilities for the secondary education of the native Chinese are 
apparently insufficient. A Chinese parent, a man who pays in taxes 
several hundred dollars a year toward the support of the public ele- 



EDUCATION UNDER THE JAPANESE. 61 

mentary school in his district, when asked why he did not send his 
boy to it, said, " What's the use? If I send him to the public school 
he learns Japanese, and when he has finished what use is it to him? 
His chances of entering a higher school are very few." Those sec- 
ondary institutions which are provided are good, end so soon as they 
are in a position to accommodate much larger numbers than possible 
under the present conditions, they will assist greatly in the cause of 
native Chinese education. 

The public schools established by the Japanese are doing infinitely 
more for the native Chinese girl than any Chinese school ever at- 
tempted to do. But the number of native girls in attendance in the 
public schools in proportion to the population is still exceedingly low. 
The Chinese parent is only beginning to give to his daughter the op- 
portunities which a few years ago he deemed appropriate for his son 
only. 

The administration has not neglected to furnish to the Japanese 
children resident in the island splendid facilities for both elementary 
and secondary education. Xinety-three per cent of the Japanese 
children of school age in Formosa are under instruction. The schools 
and the instruction provided are, on an average, better than those 
furnished in Japan. As for secondary education, the new middle 
school will eclipse anything of a like nature in the mother country, 
and will afford the graduates of the elementary schools splendid facil- 
ities for advanced education. 

As regards the aborigines, schools are being provided for the chil- 
dren of the peaceful tribes only. According to the policy of the ad- 
ministration, subjugation must precede education. This is perhaps 
the safest policy. The savage problem in Formosa is one which pre- 
sents great difficulties, and it will undoubtedly be some years before 
the administration will have succeeded in placing the savage tribes 
under control. 

Thus it may be said for education under the Japanese that the 
quality of the facilities furnished is excellent. It ma}*, however, be 
criticised in that it does not pretend to reach the native masses. The 
Emperor's decree of 1871 in regard to education does apply to the 
Japanese resident in the island, but it can not yet be said that it is 
intended to embrace the native Chinese population. To convert 
3.000.000 Chinese into loyal Japanese subjects — in a word, to " Ja- 
panize " them, is indeed an ambitious aim. Formosa's proximity to 
China and the overwhelming preponderance of Chinese in the island 
are factors which, combined with the strong racial characteristics of 
the Chinese, make one hesitate to express a favorable opinion upon 
(he subject. The Japanese in official positions in the island are by 
no means unanimous in an assertion of Japan's ability to Japanize 



62 EDUCATION IN FORMOSA. 

the natives. It is a question which time alone can answer. In the 
meanwhile, other nations will watch with interest Japan's labors in 
that direction. 

Expenditure for education for the year 1906. 

FOR THE LANGUAGE SCHOOL, INCLUDING THE EXPENSES OF THE MIDDLE SCHOOL, THE 
SCHOOL FOR NATIVE GIRLS, THE CIRLS' HIGHER SCHOOL, AND TEACHERS' SALARIES 
I.\ THE MANKA PUBLIC SCHOOL. 

Yen. 

Teachers' salaries , 52, 852. 14 

Traveling expenses of teachers 2,050.75 

Foreign teachers (English) 4, S21.33 

students at government expense 30, 201.07 

Expenses <>f maintenance 10,048.07 

Repairs 3,599.95 

Miscellaneous expenses . G, 063. 30 

Total. 110, 026. 61 

ELEMENTARY SCHOOLS FOB JAPANESE. 

Teachers' salaries 34, 492. SO 

Traveling expenses of teachers * •_ 1,007.93 

Maintenance expenses 0, S50. 36 

Repairs - 4,305.15 

Miscellaneous expenses 7, 36S. 01 

Total 57, 034. 15 

PUBLIC SCHOOLS FOB CHINESE NATIVES. 

Teachers' salaries , , 244, 752. 38 

Teachers' traveling expenses 12, 176. 06 



Total o 256, 02S. 44 

PUBLIC SCHOOLS FOR SAVAGES. 

Teachers' salaries 13, 430. 45 

Traveling expenses of teachers 868.90 

Maintenance and repairs 5,642.20 

Miscellaneous expenses : 3, 404. 85 

Total 23, 346. 40 

SUMMARY. 

Language school 110, 626. 61 

Elementary schools for Japanese 57,934.15 

Public schools for Chinese natives i 256,928.44 

Public schools for savages 23,346.40 

Grand total 448, 835. 60 

NoTF.--The Japanese yen exchanges at the rate 1 yen = $0,498 United States gold. 

Of the above items, the expenditures for the Language School, 
which include, besides the Language School proper, the Middle 
School, the Girls' Higher School, and the Shirin Girls' School, are 

' All other expenses are met from the district funds for the purpose. 



EDUCATION UNDER THE JAPANESE. 



63 



met from the insular treasury; the expenditures for the elementary 
schools for Japanese are met from the prefectural treasuries; those 
for the public schools for Chinese natives are met from local taxes 
(for teachers' salaries and traveling expenses), revenues from school 
properties, and contributions ; those for the public schools for savages 
from the prefectural treasuries. Tuition fees in all cases go toward 
the support of the schools from which they are collected. 

It is to be noted that in the items set forth under the head of expend- 
itures for public schools for Chinese natives there are included but 
the two items, " teachers' salaries " and " teachers' traveling ex- 
penses." These items are met from the local prefectural treasuries, 
while those for the maintenance, repair, and upkeep of the school are 
defrayed from the local tax assessments and properties belonging to 
the school. 

Table 10. — School statistics for the year 1906. 





c 

as 


Teachers. 


Pupils. 


Pupils entered dur- ^n^thl 
mg the year. ' a """,f r lne 


Kind of school. 




"a 

a 

o 


o 


"3 
S 


a 


o 


a5 

a 


"3 


o 


"5 




"5 
o 

H 


Public schools for 

Chinese natives ... 

Public schools for 


180 
15 

1 

1 

14 
1 
1 

1 


681 

40 

13 
1 

65 

5 


57 

1 

3 

29 
6 


738 

40 

14 
' i 

84 

11 


27, 862 
996 
324 

1,684 
213 

197 


3,961 

92 

134 
24 

1,601 

149 


31,823 

1,088 

458 
24 

3,285 

149 

213 

197 
20 

76 

508 

19,915 


12,920 
362 

175 

1,074 
109 

99 
20 

31 

455 

15, 214 


2,149 

55 

74 
5 

1,051 

81 

30 
242 


15, 069 

417 

249 
5 

2,125 

81 

109 

99 


519 
47 
16 

239 


16 

1 

4 
6 

252 


535 
- 48 


Bank a Public 


20 


Shirin Girls' School.. 
Elementary schools 

Higher Girls' School. 

for Japanese 

Middle School, for 


■ 6 
491 


19 
44 


17 


19 


Language School: 
Normal depart- 
ment — 
Chinese na- 








44 




41 




41 


20 

76 


20 20 

31 6 
485 I 36 


20 


Academic depart- 
ment- 
Chinese na- 




6 


Miscellaneous 


13 

914 


55 
016 


8 


63 


430 78 


53 


Private Chinese 


916 19,584 


15, 456 




















Total 


1,141 


1,807 


104 


1,911 51.394 


6,370 


57,764 


30, 459 


3,687 


34,146 963 


296 


1,259 















a Banka School is in reality a public Chinese school, and the figures given above for 
this school may well be included in those for public schools for Chinese natives. 

6 The item "miscellaneous schools" includes private schools for Japanese, a night 
school, a special law school (private), and missionary schools. 



64 



EDUCATION IN FORMOSA. 



Table 11. — School statistics for the years moo to 1906, inclusive. 





Num- 
ber of 
schools. 


Teachers. 


Pupils enrolled. 


Year. 


Male. 


Fe- 
male. 


Total. 


Boys. Girls. 


Total. 


1900 


1,624 
1,712 
1,800 
1,560 
1,270 
1,259 
1,140 


1,993 
2, 203 
2,337 
2,195 
1,861 
1 , 892 
1,807 


12 
47 
65 
71 
77 
92 
104 


2,035 
2, 250 
2, 402 


40,050 
46,386 
50. '200 


1,906 
2, 682 
3,221 
3,881 
4,490 
5,444 
6,370 


41,916 


1901 


49, 068 
63 421 


1902 


1903 


2,266 i 48,662 
1,938 45,095 

1,984 1 46.476 
1,911 51 2! 


52 543 


1904 


49,585 


1905 ... 




1906 


57 764 






' 





Year. 


Students entered during 
year. 


Graduates during the 
year. 




Boys. 


Girls. 


Total. 


Boys. 


Girls. 


Total. 


1900 


8,478 
9,040 
12,497 
10, 199 
27, 138 
25, 686 
30, 549 


1,258 
1,501 

2.012 
2,058 
2, 681 
3,261 
3,687 


9,736 
10.541 
14,509 
12, 257 
29,814 
28, 947 
34. 146 


208 
112 

451 

302 
638 
737 
963 


45 
38 
69 
87 


253 


1901 


150 


1902 


520 


1903 


389 


1904 


237 875 


1905 


230 967 


1906 


296 1 559 









The figures above include all classes of schools entered in Table 10, 
but do not include the Medical School, the Agricultural School, or 
the Industrial Sugar School. These are considered separately. 



APPENDIX. 



MISSIONARY SCHOOLS. 

A report upon education in Formosa would be incomplete without a descrip- 
tion of the splendid work done by the foreign missionary societies. 

(a) THE SPANISH MISSION. 

Considering the proximity of Formosa to the Philippine Islands, it is not 
strange that Spain should have sent her missionaries to the island as early 
as 1626. From 1626 to 1642 Dominican friars carried on missionary work 
among the Pepohuans, or peaceful savages of the plains, in the vicinity of 
Kelung. The field of their labors embraced the country lying within a radius 
of 20 miles from Kelung. Churches were established in ten different vil- 
lages, and during the sixteen years which the mission operated in Formosa 
ten fathers and three brothers of the Dominican order had come to the island. 
A school was opened on Palm Island, in Kelung Harbor, about the year 1630, 
and enrolled at one time as many as 400 pupils. This school aimed to teach 
the savages to read and write their own language in romanized characters, 
with the object in view of preparing them for work in the church. The edu- 
cational work of the mission was confined to this one institution. 

During the year 1642 the Dutch drove the Spanish from the island, and it 
was not until the year 1710 that any of the Spanish missionaries returned. 
During that year Father Manilla visited North Formosa, and reported finding 
one of the descendants of the Pepohuans, who had come under the influence 
of the Spanish mission prior to the year 1642, who was able to read and write 
the romanized native language. It was not, however, until the year 1S50 that 
the Spanish mission was reestablished in Formosa. By that time all vestiges 
of the labors of their early missionaries had been entirely obliterated. During 
1he year 1S50 two Dominican fathers settled at Takao, South Formosa, and 
opened there a church and school. 

Up to the present churches have beeu'established in 20 villages throughout 
the island. Twelve Dominicau fathers are in charge of these churches. At 
Cheng King, in the vicinity of Takao, there was established, in 1804, a girls' 
school and orphanage, which was placed in charge of a nun who was sent from 
.Manila for that purpose. Since then two more nuns have come from Manila to 
assist at this girls' school. Chinese girls of poor parents or without parents 
are cared for in this institution. They are trained as housewives and married 
to members of the church, or as teachers for the school. There are at present 
50 girls iu the school. About 10 miles south of Taichu there is a school for the 
training of young men for positions in the church. This institution has an 
enrollment of 2S students, and is under the charge of two fathers, assisted by 
two Chinese teachers. The course of study extends over five years. These 
two schools are the only educational institutions at present conducted by the 
Spanish mission. 

65 



66 EDUCATION IN FORMOSA. 

(b) THE ENGLISH TRESRYTERIAN MISSION. 

As for Protestant missions, the English Presbyterian Mission considers South 
Formosa its field of labor, while the Canadian Presbyterian Mission cares for 
North Formosa. The English Presbyterian Mission was established iu South 
Formosa during the year 1S65. Its native chapels now number about SO. 
Up to the year 1883 all educational work in this mission was confined to traiu- 
ing young men for the ministry. During that year Mr. George Ede came to 
Formosa to take charge of mission schools. After two years' training in the 
native Chinese dialect, he opened a school in Tainan, which was named the 
Tainan High School. In 1894 a special building was provided for the school. 
It accommodated 50 pupils. This school is at present under the direction of 
Mr. F. I!. Johnson, assisted by three Chinese and one Japanese, who give half 
their time to the school. Instruction is giveu in Chinese, history, geography, 
arithmetic, and Japanese, the latter subject being taught in response to the 
Formosan government regulations pertaining to private schools under foreign 
management. English is taught to those only who pay a special fee in addi- 
tion in the regular fee of $10 a year. The school has at present an enrollment 
of 4X resident male students. It accepts graduates of elementary schools pro- 
vided by the mission. These elementary schools, or "local congregational 
schools," aim to reach the children of the local congregations. There are at 
present 10 of these schools. The curriculum provides a six-year course em- 
bracing the following subjects: Chinese (reading of the classics), reading and 
writing of the roniani/.ed Chinese, arithmetic, geography, and the Scriptures. 
Bach of these schools has one Chinese teacher, and there are between 300 and 
4<H> children under instruction. 

The mission also provides a girls' school, which was established in 1SS7. 
II accommodates 50 resident students. At present there are 40 living at the 
school. The English women connected with the mission have charge, assisted 
by native women teachers. The curriculum covers the following subjects: 
Chinese, reading and writing romanized Formosan Chinese, arithmetic, Japan- 
ese, history, geography. Scriptures, and domestic science. A Chinese and a 
Japanese teacher give a few hours a week to teaching in this school. 

In addition to the girls' school there is a women's school, where Christian 
women can live for a year or two for the purpose of receiving instruction in 
reading the Scriptures. There are at present 10 women living in this institution. 

The training of young men for the ministry has received tin' attention of 
the mission from the time of its establishment in the island. In 1880 the 
first building for that purpose was erected, it accommodated 13 students 
and 1 tutor. I Hiring the year 1903 the present building was opened. It 
accommodates 40 students, but the number in actual attendance averages about 
25. This school is under the charge of the Rev. Thomas Barclay, who came 
to Formosa in 1S74 to join the mission. Besides a Chinese tutor, one Chinese 
and one Japanese teacher give half of their time iu teaching in this institu- 
tion. The curriculum includes the Bible, theology, church history, etc., and 
arithmetic, Chinese, Japanese, and singing. The course extends over four 
years. For practical training the students preach each Sunday at stations in 
proximity to the school. They are allowed $2.25 a month each to cover their 
expenses; married students are allowed a trifle more. 

There are connected with the mission three hospitals, each of which is 
under the charge of a foreign physician. These hospitals accept a certain 
number of native young men for training. Classes are provided for theoret- 
ical instruction. Many of the graduates of these hospitals are doing splendid 
work as practicing physicians among the natives. Now that the Government 



APPENDIX. 67 

authorities permit only the graduates of the Government Medical School to 
become practitioners, there are fewer openings for the students trained in these 
hospitals. 

For many years the mission has been publishing a monthly paper in roruau- 
ized Formosan, which circulates among the native members of the church and 
undoubtedly exerts a beneficent educating influence. 

(C) THE CANADIAN PRESBYTERIAN MISSION. 

The Canadian Presbyterian Mission established itself in Tanisui, North For- 
mosa, in 1872. It has now, distributed throughout the northern half of the 
island, 60 chapels with medical dispensaries attached. It maintains, at 
Tamsui, a school known as Oxford College, where native young men are 
trained as clergymen. A course of study similar to that prescribed in the 
Tainan theological school obtains here. In addition to the theological college, 
the mission also conducts a girls' school and a hospital. It is at present prepar- 
ing to extend the scope of its educational work by the erection of a building 
for school purposes in the vicinity of the capital city. 



From an educational point of view, the missionary societies in Formosa 
have been responsible for teaching thousands to read and write their own lan- 
guage, besides affording to many a modern common school education. The 
British societies have, in addition to their educational work, given to the 
natives free medical attendance. Now that the Japanese are establishing 
modern schools and hospitals throughout the island, it would appear that 
the labors of the missionaries in educational work would be less pronounced 
in the future than in the past ; but, as the public school is at present designed 
to reach only those who are in a position to pay for its privileges, there is 
still room for the mission school. 



INDEX. 



Aborigines, ol Formosa, education of, 21; schools 
for, 11, 57. 

Academic department of language school, time- 
table, 43. 

Administration of schools in Formosa, 32. 

Agricultural school in Formosa, 41, 46. 

Agriculture, taught in schools of Formosa, 36; 
in the industrial sugar school, 49. 

Algebra taught in language school, 42; in middle 
school, 55, 56. 

American consulate, Tamsui, Formosa, 7. 

Arithmetic, taught in schools of Formosa, 36; in 
language school, 41; in middle school, 56; in the 
industrial sugar school, 49. 

Arnold, Julean H., 1, 5, 7. 

Banka Public School, Formosa, 42. 

Bookkeeping taught in language school, 43. 

Botany, taught in academic department of lan- 
guage school, 43; in middle school, 56. 

Bulletins, published by Bureau of Education, 3. 

Building and equipment of schools in Formosa, 33. 

Bureau of Education, bulletins published, 3. 

Canadian Presbyterian mission, 67. 

Census returns, in Formosa, 31. 

Chemistry, taught in middle school, 55; in the in- 
dustrial sugar school, 49. 

Chen Lao "Wen, 21. 

Children, enrolled in schools, 31; of school age, in 
Formosa, 31. 

Chinese, the, summary of their educational work, 
26. 

Chinese, taught in schools of Formosa, 36; in lan- 
guage school, 41; in middle school, 55, 56. 

Chinese natives, private schools for, 49; training 
of, 4G. 

Clergy, native, proposed college for, 13. 

College, for training native clergy, 13. 

Commerce, taught in schools of Formosa, 36; in 
language school, 42. 

Comparison, between education under the Dutch, 
the Chinese, and the Japanese, 59. 

Condition of Formosa, under the Dutch, 9; under 
the Chinese, 15; under the Japanese, 28. 

Conquest, educational, of the Far East, 7. 

Course of study, in schools of Formosa, 35; for 
elementary schools, 52. 

District schools in Formosa, 17. 

Dutch East India Company, 9. 

Drawing, taught in language school. 41; in middle 
school, 56 

Dutch, the, n'sulls of their labors in Formosa, 11. 

Education, among the tribes in Formosa, 23. 



Education, in Formosa, underthe Dutch, 9; under 
the Chinese, 15; underthe Japanese, 28; of girls, 
in Formosa, 43; of the Chinese, (a) object, 16; 
(&) system of control, 17; district schools, 17; 
savage, under governor Ming Chuan, 24; under 
the Dutch, Chinese, and Japanese compared, 59. 

Elementary schools, in Formosa, 31; for Japa- 
nese, 51. 

English, taught in middle school, 55, 56. 

English Presbyterian mission, 66. 

Enrollment in schools of Formosa, 31. 

Establishment, of district schools in Formosa, 17; 
of educational system, by the Japanese, 29. 

Etiquette, taught in language school, 41. 

Examinations, imperial Chinese, 18. 

Expenditure, for education in Formosa, in 1906, 
62; for schools for aborigines,"^; for schools for 
Chinese, 62; for schools for Japanese, 62; for the 
language school, 62. 

Formosa, aborigines of, 11; education in, under 
the Dutch, 9; under the Chinese, 15; under the 
Japanese, 28; educational system, 7; inhabit- 
ants of, 9. 

Geography, taught in language school, 41; in 
middle school, 55, 56; physical, taught in middle 
school, 55. 

Geology, taught in middle school, 55. 

Geometry, taught in language school, 42; in mid- 
dle school, 55, 56. 

Girls' higher school, 57. 

Girls' language school, 43. 

Graduates, in Forrnosan schools, in 1906, 63; from 
Chinese schools in Formosa, 40. 

Grammar, Japanese, taught in middle school, 55, 
56. 

Gymnastics, in schools of Formosa, 36; in lan- 
guage school, 41; in middle school, 56. 

Higher schools, for girls, 57. 

History, taught in language school, 41; in middle 
school, 55, 56. 

Industrial Sugar School, in Formosa, 41, 48. 

Inhabitants of Formosa, 9. 

Instruction, religious, in Formosa, 12. 

Japan, status of education in, 28. 

Japanese, taught in schools of Formosa, 36; in the 
industrial sugar school, 49; in language school, 
41; in middle school, 55. 

Japanese customs, adopted by native pupils, 40. 

Japanese history, taught in language school, 43; in 
middle school, 55, 56. 

Japanese Red Cross Hospital, in Formosa, 45. 

Koxinga and his successor, 15. 

69 



70 



INDEX. 



Language school, in Formosa, 41. 

Law, a study in academic department of language 
school, 43; taught in middle school, 50. 

Lewis, Robert E., 7. 

Letter of transmittal, 5. 

Liu Ming Chuan, Governor, 19. 

Location] of schools in Formosa, 24, 27. 

Maintenance of schools, 32. 

Management, of boiler and engine taught, 49; of 
sugar machinery taught, 49. 

Manual training, in schools of Formosa,. 30; in lan- 
guage school, 42. 

Mathematics, taught in language school, 42; in 
middle school, 55, 56. 

Medical school, in Foimosa, 41, 44. 

Metaphysics, taught in language school, 42. 

Methods of instruction, in Formosa, 11; taught in 
ge school) 42. 

Middle school, for Japanese in Formosa, 53. 

Missionary schools, in Formosa, 05. 

Missionary work, Dutch, in Formosa, 11. 

Morals, taught in schools of Formosa, 36; in lan- 
guage school, 41; in middle school, 50. 

Music, taught in schools of Formosa, 30; in middle 
school, 56. 

Natural history, taught in middle school. 55, 56; 
taught in language school, 41. 

Normal department, of middle school, 57. 

Patriotism, taught in middle school, 55. 
j\ . 1 aught in language school. 42. 

Physics, taught in the industrial sugarschool, 49; 
taught in middle school, 55. 56. 

Physiology, taught In middle school, 55, 56. 

I '• lUtioal economy , in academic department of lan- 
guage school, 43; in middle school, 55, 56. 

Presbyterian mission, English, 66; Canadian, i>7. 

Private schools, in Formosa, 19; for Chinese na- 
tives, 19. 

Public schools, established by the Chinese in For- 
mosa, 27. 



Pupils, in Formosa, statistics, 63; of elementary 
schools, 52; in public schools of Formosa, 38. 

Results, of the labors of the Dutch in Formosa, 14. 

Rules, for religious instruction, 12; for the training 
of native clergy, 13. 

School age, children of, 31. 

School management, taught in language school, 42. 

School statistics of Formosa for 1900, 03. ■ 

Schools, for aborigines in Formosa, 57; for Japan- 
ese, in Formosa, 51; for natives, in Formosa, 31; 
for savages, established by the Chinese, 28. 

Schools in Formosa, in 1735, 22; language school, 
41; medical school, 44; agricultural school, 46; 
industrial sugar school, 48; girls' school, 43. 

Secondary schools for Chinese in Formosa, 41; for 
Japanese. 53. 

Sewing, taught in schools of Formosa, 36. 

Singing, taught in middle school, 56. 

Spanish mission, in Formosa, 65. 

Sports, in language school, 41. 

Statistics, of the schools in Formosa in 1906, 63. 

Study schedule, for native Chinese. 30; for normal 
department of language schools, 41; of middle 
school, in Formosa, 55. 

Subjects, taught in agricultural school, in For- 
mosa, 47. 

Sugar, analysis, cultivation, manufacture of, 
taught, 49. 

Summary of education under the Chinese, 26. 

Teachers of elementary schools, 33; Japanese, 34, 
52; statistics, 63. 

Text-books, in the schools of Formosa, 35. 

Time-tables of schools in Formosa, 20, 30; of lan- 
guage schools, 41. 

Trigonometry, taught in middle school, 55, 50. 

Tuition, free in schools for aborigines, 58. 

Writing, taught in language school, 41. 

Zoology, taught in academic department of lan- 
guage school, 43; in middle school, 56. 



O 



BULLETIN- OF THE BUREAU OF EDUCATION. 



1900. 

No. 1. The Education Bill of 1906 for England and Wales, as it passed the House 
i 'oiniiions. By Anna Tolnian Smith, of the Bureau of Education, pp. 4.S. 
Second edition, 1!)07. 
No. 2. German views of American education, with particular reference to indus- 
trial development. Collated from the Reports of the Royal Prussian Indus- 
trial ( v.mniission of 1904, By Wm. N. Hailmanu. Professor of the History and 
Philosophy of Education. Chicago Normal School, pp. 55. Second edition, 
07", 
No. 3. State school systems: Legislation and judicial decisions relating to 
public education, Ootobefc 1, 1904, to October 1, 1900. By Edward C. Elliott, 
Proles.-'.]- of Education to the University of Wisconsin, pp. 100. Second edi- 
tion, revised. 11HJ7. 

1907. 

No. I. The Continuation school in the United States. By Arthur J. Jones. Fel- 
low in Education, Teachers College, Columbia University, pp. 157. 
No. 2. Agricultural education, including nature study and school gardens. By 
James Ralph Jewell, sometime Fellow of Clark University. Second edition, 
revised. I'.'iis. pp. IIS. 

. The auxiliary schools of (iermany. Six lectures by B. Maeunel, Rector of 
Mitlelschule in Halle. Translated by Fletcher BasCOiU Dresslar, Associate 
Professor gt the Science and Art of Teaching in the University of California, 
pp. 1"7. 

elimination of pupils from school. By Edward L. Thorndike, Pro- 
fessor of Educational Psychology. Teachers College. Columbia University. 
pp.]CS. 

190S, 

No. ]. (in the training of persons to teach agriculture in, the public schools. By 

Liberty Hyde Bailey. Director of the New York State College of Agriculture 

at Cornell University, pp. 53. 

. List of publications of the United States Bureau of Education, 1867-1907. 
No. 3. Bibliography of education for 1907. By James Ingersoil Wy'er. jr.. and 

Martha L. Phelps, of the New York State Library. 
No. 4. Music education in the United States : Schools and departments of music 

By Arthur L. Manchester. Director of the Department of Music of- Converse 

College, Spartanburg, S. C. 



Lb Mr '09 



